| Teaching children with disabilities can be both one | | | | not scold a child for a wrong answer, but do |
| of the most challenging and one of the most | | | | make it clear that the answer is wrong. |
| rewarding things you can do. It is easy to become | | | | 3. Set short term goals and provide frequent |
| frustrated when you cannot reach a child, but all | | | | feedback about the student's progress. By setting |
| of your hard work is worth it when your | | | | and reaching short term goals you will be able to |
| message is understood by your student. | | | | motivate your student. It's also a good idea to |
| Whatever the child's disability, don't give up on | | | | provide some sort of reward for the child when |
| them. Your dedication to their education is an | | | | he or she reaches a goal. For example, if the child |
| invaluable example of how to motivate and inspire | | | | collects stickers then reward him or her with a |
| others. | | | | new packet of them. |
| Teaching students with disabilities requires the | | | | 4. Use your time wisely. Many special needs |
| teacher to have the patience to cater to each | | | | students will not be able to sit through a long |
| individual student. Here are some tips to help you | | | | lesson or activity. Make sure that your lesson |
| in your efforts to teach children with disabilities: | | | | plans are concise and that you get straight to the |
| 1. Tailor your lessons to the strengths and | | | | point, as this will allow you to use your time most |
| interests of the child. Use his or her likes and | | | | effectively. |
| dislikes to keep their attention and get them | | | | 5. Don't be afraid to repeat lessons. If you feel |
| involved in the lesson. For example, if the child | | | | that your student did not quite grasp a lesson, |
| likes cars, have him or her count toy cars or | | | | repeat it. Try and incorporate as many senses |
| pictures of cars when learning numbers. | | | | into the lesson plan as possible, as this will get the |
| 2. Provide immediate feedback. This is crucial, as a | | | | student fully involved. |
| quick response to the child's performance will | | | | Most of all, remember to have patience. Your role |
| create a lasting impression of the relationship | | | | in the education of these students is crucial, and |
| between what you asked and their response. Do | | | | they need to you inspire them to learn. |