Some students will have intelligence scores outside of the norm for their age or grade. Students whose IQ's are below 80 or above 120 may have different needs in the classroom. Students with lower IQ's may need instructions repeated more than once and need for material to be shown in a variety of different ways before grasping it fully. Students with higher IQ's may require more rigorous lesson plans and challenging material.
Students with behavioral exceptionalities may have emotional, social or attention problems that conflict with their ability to remain actively engaged in the classroom at times. A student with ADHD may be easily distracted, hyperactive and eager to engage in activities that have not been assigned. On the other hand, a student with obsessive-compulsive disorder may get caught up in repetitive compulsions that prevent him from completing an assignment. Working with a school psychologist may be useful in understanding how to best work with these children.
Students who have orthopedic issues that limit mobility or who are confined to a wheelchair must be taken into consideration during classroom activities that require movement, exercise or travel. If possible, the teacher should ponder beforehand any lesson that requires movement or standing and find a way to incorporate a version for students with physical challenges. Teachers also should plan field trips to accommodate these students. This means securing a school bus with a wheelchair lift and ensuring that the final location has a ramp.
Some students have visual and hearing impairments. Some students may be blind, deaf, hard of hearing, near-sighted, far-sighted or have night blindness. For students with difficulty seeing and hearing, it is important to reserve a seat near the front of the classroom so they can pick up as much as possible on their own. For these students and those with more severe disabilities, it may be important to have an aide who can sit near the student to make sure they are following the lessons.