By creating a physical environment conducive to the disabilities of students, teachers facilitate learning experiences in school. Articulate students should have opportunities to study in general education classrooms. For articulate students with physical disabilities, such as vision or mobility impairment, design a classroom with wheelchair access throughout and wide open spaces. Teachers should also limit the distance students with physical disabilities must travel by positioning them close to exits and restrooms. Students who have learning disabilities, such as sensory processing or attention deficit disorder, may need a learning environment with custom lighting and acoustics.
Teachers should work toward social and educational inclusion for students with disabilities. When organizing group activities, teachers might give an articulate disabled student the role of group representative, allowing him to do the speaking while the others take on any potential physical roles, such as writing on the board. Design lesson plans with disabled students in mind, adapting curriculum around their special needs.
Individual Education Programs (IEPs) allow parents, educators and specialists to communicate and collaborate about the specific needs of students with disabilities. These IEPs help teachers better understand the capabilities of disabled students, knowledge essential in conducting an inclusive classroom. During an IEP meeting, teachers give and receive feedback on the progress of disabled students. A student's individualized education plan should include his level or articulation, along with a strategy for allowing him to articulate thoughts in class despite his disability.
Teachers must always integrate effective discipline strategies into their classroom routines. When conducting a classroom with an articulate disabled child, teachers should factor his disability into the process of discipline. For instance, though articulate, a student with attention deficit disorder may have difficulties focusing on tasks or following directions. Teachers must record these behaviors, discuss them at IEP meetings and work with parents and specialists to find suitable disciplinary action tailored to a student's disabilities.