Educators should evaluate the strengths and needs for all their students. This does not need to be done formally but can be completed by simple, informal observations. Talk with family members and past teachers of students about ideas that have worked in the past and potential situations to that might cause unnecessary stress. Children can improve their weaknesses by building on their current strengths. By knowing where students excel, teachers can ensure they find early success, build self-confidence and continue to improve areas of weakness. Do not determine a child's abilities solely through standardized tests or IQ scores.
Communication plays a huge role in teaching students with exceptionalities. When everyone is working toward the same goals, the child experiences more success and less stress. Try keeping a journal that travels between the child, parents and other professionals. Include information about the lessons for the day, where the student performed well, at what points in the lesson the child needed redirection and any other information that could have an effect on the student's day. Always include more positive statements than negative information. Do not be afraid to call the family if you have a specific concern or want to report an improvement. Develop a trusting relationship with the child's family and other involved professionals.
Some students with exceptionalities will have documented modifications and accommodations that must be adhered to by law. However, it is a good teaching practice to adapt instruction so all children can learn successfully. Try using more visual instructional materials, such as charts, graphs, pictures, manipulatives and props that complement instruction. Incorporate activities that get all students out of their desks. Write assignments clearly on the board instead of only giving them verbally. Assist students in developing mnemonic strategies to help memorize information. Use a variety of examples to make sure the main idea of a lesson is clear to every child. Provide opportunities for question/answer sessions with students.
Students who have behavioral difficulties need clear communication and reinforcement from teachers. Make sure classroom expectations are as concrete and clear as possible and are applied to all students. Praise students often for appropriate behavior. Arrange children in the classroom where each student can experience the least distractions possible. Some children experience more success being seated closer to a teacher or near the front of the room. Others should be seated near windows where they can use more natural light versus florescent lighting, which can be visually uncomfortable. Reduce visual and auditory clutter in your classroom. Too much noise or too many items can be distracting. Switch up activities often to keep students moving and prevent them from getting bored with a specific lesson. Avoid power struggles with students by giving them appropriate choices. Ignore negative attention-seeking behaviors as long as safety is not in jeopardy.