Questions that pertain to learning are effective. For example, "How can our classroom be structured to be accessible for the wheelchair?" is effective. Questions that do not pertain to learning, such as "How did the student get in the wheelchair?" are not effective. Focus on learning in order to provide students with the best educational opportunity.
Questions in special education programs are effective when they are nonoffensive. Effective questions include questions such as "At what level is the student able to perform?" instead of an offensive question such as "How far below grade level does a student perform?" Nonoffensive questions help accentuate each student's abilities, which leads to better education. Focusing on what a student cannot do might hinder her educational opportunities.
Statements in special education are effective only when they contain viable information. Statements about the educational level of a student, such as "The student performs below grade level in math" are only viable when they contain reasoning, such as "as shown by both oral and written exams." Statements such as "Student is not smart enough for fifth grade" are not effective because they do not contain any viable information and are not proven. These statements can actually be harmful to students.
Statements in special education are effective when they are used to put students first. Statements such as "Students will continue to learn until they have met the following objectives" are effective, while statements such as "The Following Objectives must be met before a student is to graduate" are not as effective because they take the students out of the equation. When students are put first in effective statements, educational opportunities can be molded to each student and each student will benefit from the statements.