Some students with special needs experience difficulty when it comes to recalling and reciting information but can apply the knowledge well. Because application is more important than recite and recall, lesson plans that allow for application are ideal for learners of this type. Instead of giving mainstream students tests, teachers should ask them to apply their skills. For example, instead of asking the student to take a math test, the teacher could give him a copy of a check register to balance, allowing him to not only show his skills but make it clear how they are useful.
Some mainstream students require additional support. Often, teachers aren't available to give this support to the students. Teachers who find themselves too busy to give these students the extra help they require should pair their pupil with high-performing peers. In doing so, they can allow the high performer to aid the struggling student, likely benefiting both.
Scaffolding is key when preparing lesson plans for mainstream students. While these students need extra support, they shouldn't receive so much support that they are left to do nothing on their own. Instead of coddling these students and creating a situation in which they develop learned helplessness, teachers should start off giving extensive support then gradually withdrawing this support, allowing the student to work more independently as he becomes capable of doing so.
Many students that struggle in some areas excel in others. By allowing mainstream students to select from an assortment of activity options, the teacher can allow the pupil to show her what he is good at. For example, instead of requiring that the student write out an explanation of the components of an English colony, the teacher could allow the artistically skilled student to show his understanding in a manner appropriate for him.