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The more children can trust their educators' expectations to be consistent, the more trustworthy they become, and thus the more flexible education.  Educators who value children's initiative can allow them more flexibility to explore and experiment with their own behavior.

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Effective teaching necessitates the ability to adapt, improvise, and adjust an activity to meet the needs of an individual or group at any given time. A flexible educator knows when to cease an activity if it becomes too difficult or fails to hold the children's attention. In the same way, the inverse is true. When and how to develop and expound on an activity that has been exceptionally engaging and worthwhile for one or more children, a flexible educator knows when and how to do so. Flexibility does not have to mean sacrificing consistency

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Educators must not underestimate the importance of truly listening to students, families, and colleagues. Listening isn't always appreciated as highly as talking.
An schoolteacher, for example, may rapidly chastise a youngster without receiving the complete account from the child. Or, in order to demonstrate knowledge, an educator may tell a family everything they need to know about their child's handicap without first listening to their concerns.

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Consistency provides a sense of security to children, which is especially important for children with problematic behaviors. Children with a strong sense of security are more confident. They learn to make good decisions when they know exactly what is expected of them and that things will remain the same unless instructors give them sufficient warning of a change.

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Educators of young children require an endless supply of excitement to support their progress and triumphs (see photo, page 76). This is especially important for children with developmental disabilities, who learn in smaller steps and at a slower speed. An educator's enthusiastic support becomes a powerful drive to want to learn more.

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Educators who are aware of the big picture are also more willing to intervene when children with disabilities face exclusion and discrimination.
This intervention may necessitate the bravery to act in complex and difficult circumstances. However, educators who see the big picture understand that doing nothing contributes to the larger issue of disability marginalization and prejudice in our society.