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If you're considering becoming a special education teacher, you likely already have a passion for helping students with unique needs and abilities achieve their full potential.

However, teaching special education comes with its own set of challenges and often requires a different approach than you might use in a traditional classroom setting. In fact, if your goal is to become a teacher that works with special needs students, it's important to start planning now on how you can develop teaching strategies for special education.

Early preparation will not only help you build the skillsets you need to become an effective educator but also make a favorable impression on potential employers when you begin interviewing with school districts for special education teacher jobs.

Why Special Education Requires Unique Teaching Strategies

Students with special needs have unique learning challenges that require specialized attention and support. There are different types of special needs students, including those with learning disabilities, physical disabilities, emotional and behavioral disorders, and intellectual disabilities.

These students face unique challenges that may affect their academic progress and social development, and it's yourrole as a special education teacher to utilize teaching strategies that can help them not only overcome these challenges but thrive in an educational environment.

For example, students with special needs face several challenges that can impact their academic progress and social development. They may struggle with understanding complex instructions, staying focused on tasks, organizing their thoughts or expressing themselves verbally or in writing.

Special needs students may also face social challenges, including difficulties in making friends, understanding social cues and following social norms. They may also face bullying, exclusion or discrimination from their peers.

Special education teachers must develop customized teaching strategies that cater to these specific learning styles, abilities and needs of each student. This might include adapting the curriculum, modifying classroom routines, providing visual aids, using assistive technology or breaking down complex concepts into smaller, more manageable parts.

In addition to adapting the teaching methods, special education teachers must also be skilled in building strong relationships with their students and their families. This involves understanding and empathizing with their unique challenges, establishing trust and rapport, and creating a safe and supportive learning environment.

Teaching Strategies For Special Education

Effective teaching strategies for special education students require focusing on children's unique needs, learning styles and abilities. Below are some effective strategies that special education teachers can use to support their students' academic and social development:

Differentiated Instruction

Differentiated instruction involves tailoring teaching methods and materials to meet the individual needs of each student. It involves assessing each student's strengths, weaknesses and learning styles ... and adapting instruction to meet those unique needs.

For example, a special education teacher may use a variety of instructional methods, such as visual aids, hands-on activities and verbal instructions, to help students understand complex concepts. They may also provide students with different levels of support, including one-on-one instruction, small-group instruction or peer tutoring.

Multisensory Learning

Multisensory learning is using multiple senses, such as sight, sound, touch and movement, to help students learn and remember information. This approach is particularly effective for students with learning disabilities or attention deficit hyperactivity disorder (ADHD) who may struggle with traditional teaching methods.

A special education teacher may use visual aids like pictures or diagrams to help students understand concepts. They may also incorporate movement into learning like using dance or yoga to teach social skills or mindfulness.

Technology Integration

Technology can be a valuable tool for special education teachers to enhance learning. For example, students with visual impairments may use text-to-speech software to access written materials, while students with hearing impairments may use closed captioning to access audio content.

Special education teachers can also use technology to create interactive and engaging lessons like educational games or simulations that provide students with hands-on learning experiences.

Peer Tutoring

Pairing students with different abilities to work together on academic tasks can be a great way to improve academic performance and social skills for both.

An example of this in action would be pairing a student who excels in math with a student who struggles with math. The tutor can provide one-on-one instruction and support to the other student while also improving their own leadership and communication skills.

Collaboration With Parents

Collaboration with parents is an important part of special education teaching strategies. Parents are a valuable source of information about their child's needs, strengths and challenges. They can also provide support and encouragement at home, which can improve their child's academic and social development.

Working with parents is also an important component of developing individualized education plans (IEPs). An IEP is a legal document that outlines the individual needs of a student with a disability as well as any specific educational services that educators or a school must provide to meet those needs.

The Individuals with Disabilities Education Act (IDEA) mandates the use of IEPs, which must be regularly updated in collaboration with parents to address any challenges that arise.

5 Tips For Effective Teaching Strategies

Becoming a special education teacher is a rewarding and fulfilling career that allows you to make a difference in the lives of students. While the teaching strategies above can help you focus on students' unique needs and abilities, here are five additional tips that can help you put these strategies into practice:

1. Know your students. Effective teaching begins with understanding your students as individuals. Take the time to get to know each student and his or her unique learning style.

2. Plan and prepare. Effective teaching requires careful planning and preparation. Develop lesson plans that are tailored to the needs of each student and incorporate different teaching strategies that address individual needs.

3. Use visuals. Visual aids can be valuable tools for helping students understand complex concepts.

4. Provide positive reinforcement. Positive reinforcement, whether it's praise or rewards, can be powerful motivators for special needs students. Acknowledge their progress and provide positive feedback to encourage them to continue to improve.

5. Make learning fun. Learning should be engaging and fun for all students, including those with special needs. Incorporate games, activities and interactive lessons that keep students engaged and motivated, and most importantly, have a positive outlook on educating these students. Children can pick up on subtle hints of frustration, which is why it's crucial for them to know you have their backs and are invested in their education.

Effective teaching strategies for special education students require a combination of different approaches that address their unique abilities. By implementing these teaching strategies and tips, special education teachers can make a positive impact on the lives of their students and help them reach their full potential.

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Teaching Strategies For Special Education

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If you are looking to become a special education teacher you will want to know the different teaching strategies for special education students. There are

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10 Special Education Strategies for Enhancing Student Learning

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In the pursuit of excellence in special education, embracing innovation is not just beneficial but essential. As educators, the commitment to fostering an inclusive, engaging, and effective learning environment for students with diverse needs is a testament to the dedication and passion for teaching.

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This website gives you tips and strategies for becoming a special education teacher. The website mentions that special education teachers have to use special and unique teaching strategies to meet all of the students different needs in the classroom. It mentions there are strategies such as multi sensory learning, peer tutoring, and differentiated instruction.

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The website has some important things to note if you would like to become a special education teacher. At the bottom, it has 5 different effective teaching tips. I think they are great tips.

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This website is for educators!

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This website is amazing for helping teachers and enhancing the special education students' learning. In the website, there are 10 different strategies teachers can use in their class. There are also classroom examples on the website.

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I believe this website has a lot of important information. It can help a teacher with their students needs. It talks about enhancing collaborative learning with many things. The core special education strategies are very informative.

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Teachers and staff at schools can definitely benefit from this website!

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Assistive Technology for Students with Disabilities

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The Assistive Technology for Students with Disabilities Policy Brief was developed by the New York State Education Department (NYSED) to assist school personnel in the consideration, assessment, recommendation, and implementation of assistive technology for students with disabilities.

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Assistive technology is very helpful to students with disabilities. It can help them learn in the ways they feel the most comfortable. The technology can address the needs of the child directly to them as they are learning. It gives them a sense of independence.

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The information from the website is great. It is from the education department and it is crucial information about technology use with children with disabilities.

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This website can be used for educators! It is also disability related.

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special education children with technology learning

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How Many Students are Both Disabled and Bilingual?

Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast. The highest concentration is in the large urban areas.

Considering the overall population with limited English proficiency (LEP) in the United States, a critical question for bilingual special educators is how many of these students also have disabilities. According to the U.S. Office of Special Education, an estimated 948,000 children may both be linguistically different and have disabilities-a substantial population who could benefit from bilingual special education services.

Although over-representation is an issue in some school districts, a new problem of under-representation has also emerged in some areas (Ovando & Collier, 1985) because many LEP students with disabilities are being placed in bilingual education as an alternative to special education (Baca & Cervantes, 1989).

How Can Special Education and Bilingual Education be Combined?

Developers of bilingual special education programs need to weigh three factors for each student: degree of disability; level of language proficiency in both English and the primary language; and intellectual capacity. The student's placement on each of these three continuums will determine the nature of instruction and the educational placement.

Students' degree of disability must be considered for program design, along with their intellectual capacities and their proficiencies in English and their other languages (Baca & Payon, 1989). For example, a student of average intelligence who has a high level of language proficiency in Spanish, a minimal level of ability in English, and limited visual acuity will require curricular services and placement different from those of a student who is linguistically limited in both languages, exhibits lower intellectual performance, and is severely language delayed.

What Variables Should Influence Placement Decisions?

Program placement should be the best fit between the student's needs and the available resources. Placement decisions for the bilingual exceptional student should reflect the type and nature of instruction to be provided, the language of instruction, the conveyor of instruction, the duration of instruction, and the student's learning needs and style. The following special education variables and bilingual factors should be addressed in identifying placements (Baca & Payon, 1989, p. 96):

Student's age.

Type and degree of impairment or disability.

Age at which disability occurred.

Level of language involvement because of the disability.

Level of academic achievement.

Entry level language skills (upon entering school).

Measured intellectual ability.

Method and language used in measuring academic achievement and intellectual ability.

Level of adaptive behavior.

Time spent in United States.

Current cultural home setting.

Social maturity.

Level of language proficiency in English and other language.

Amount and type of language input received in the home environment.

Speech and language capabilities in both languages.

Presence of multiple handicaps.

Ambulation or mobility.

Success in past and present placements.

Wishes of students and parents.

What is Needed to Get Started?

Operationalizing bilingual special education requires the creation of an instructional social system that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. All instruction is prescribed in a manner that accommodates and remediates the student's exceptionality. Students must understand the directions and the nature of the tasks. Instruction must be provided within a relevant cultural context so that expectations can be understood by the student. Because language is the primary conveyor of instruction, the student's stronger language must be employed.

Based on the assumption that students learn best in their preferred language, bilingual special education is operationalized at each local level with each individual student in mind. The common thread is to provide for all students educational experiences that develop lifelong learning skills (Baca & Payon, 1989).

What are the Basic Elements of an Individualized Education Program (IEP) for These Children?

IEPs for exceptional bilingual students should include the following elements:

1. The child's current educational status, including all service programs the child is receiving.

2. Goals, including adaptation to acculturation and growth in both the first and second language. The goals must be realistic in regard to the time necessary; years could be involved.

3. The sequence of short-term instructional objectives leading up to each goal.

4. A list of instructional and service requirements including a balance between the first and second language, as well as delineation of who will assist with acculturation needs.

5. An indication of how much and what aspects of the program will be in the mainstream.

6. The program's duration.

7. IEP's Realistic criteria and a schedule for evaluation of the IEP's effectiveness.

8. A statement of the role of the parents.

9. Specification of changes to be made in the physical, social, and instructional realms, including the first and second languages and cross-cultural adaptation. (Collier, 1989, pp. 272-273)

What are the Steps in Developing a Comprehensive Curriculum?

The four major partners in bilingual special education curriculum development are the parents, the mainstream teacher, the bilingual teacher, and the special education teacher. The following steps should be undertaken by this team:

1. Meet as a team to begin the planning process. Outline planning steps.

2. Become familiar with the culture and language background of the child.

3. Become familiar with the special learning style and education needs of the child.

4. Prepare an individual instructional plan with short- and long-term goals (in some cases this may be an IEP).

5. Develop individualized lessons and materials appropriate to the child's exceptionality.

6. Modify individualized lessons and materials using a "cultural screen" and sensitivity.

7. Refer to resource people for assistance and cooperation in instruction; coordinate services.

8. Evaluate the child's ongoing progress and develop a new individual plan (IEP), materials, and so forth, as needed.

9. Start the cycle over. (Collier & Kalk, 1989, p. 207)

What Should Be Considered in Selecting Materials for Bilingual Exceptional Children?

The following guidelines represent some of the many considerations teachers should bear in mind when evaluating, selecting, adapting, or developing materials:

1. Know the specific language abilities of each student.

2. Include appropriate cultural experiences in material adapted or developed.

3. Ensure that material progresses at a rate commensurate with student needs and abilities.

4. Document the success of selected materials.

5. Adapt only specific materials requiring modifications, and do not attempt to change too much at one time.

6. Try out different materials and adaptations until an appropriate education for each student is achieved.

7. Strategically implement materials adaptations to ensure smooth transitions into the new materials.

8. Follow some consistent format or guide when evaluating materials.

9. Be knowledgeable about particular cultures and heritages and their compatibility with selected materials.

10. Follow a well-developed process for evaluating the success of adapted or developed materials as the individual language and cultural needs of students are addressed. (Hoover & Collier, 1989, p. 253)

How Can Materials Be Adapted?

Several guidelines for adapting commercial materials or developing teacher-made materials are discussed in the literature (Harris & Schultz, 1986; Lewis & Doorlag, 1987; Mandell & Gold, 1984). The following list is not designed to be all inclusive; variations may be required in order to meet individual needs.

Adjust the method of presentation or content.

Develop supplemental material.

Tape-record directions for the material.

Provide alternatives for responding to questions.

Rewrite brief sections to lower the reading level.

Outline the material for the student before reading a selection.

Reduce the number of pages or items on a page to be completed by the student.

Break tasks into smaller subtasks.

Provide additional practice to ensure mastery.

Substitute a similar, less complex task for a particular assignment.

Develop simple study guides to complement required materials.(Hoover & Collier, 1989, p. 253)

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How Many Students are Both Disabled and Bilingual? Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast.

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This website talks about bilingual special education. Bilingual special education can be very difficult for both teachers and families, as well as students. Bilingual special education has only gone up since the 1970's and gets higher each year.

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There are many things on what influences a child to be placed into a special education classroom. There is a list on the website naming many of the variables. There is also a section on what is needed for you to get started with the special needs classroom.

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This website is for teachers and parents! It can also be disability related.

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners.

Inclusive classrooms also reduce stigma. Imagine this kind of learning community (quote from Understood ):

"Inclusive classrooms are filled with diverse learners. That lets kids talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in reducing stigma for kids with learning and attention issues. It can also help kids build and maintain friendships. "

Understanding inclusion

Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs of all students.

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn't.

Child spends the majority of the day in the general education classroom.

Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.

Child's desk is included with the other groups of desks in the classroom.

Child's desk is away from the other desks in the classroom.

Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.

Child works on his/her own curriculum.

Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.

Child is given alternate activities and options with other special education students.

Child is an independent, valued, and respected classroom member.

Child is looked upon as helpless, needy, and dependent.

The child's paraprofessional facilitates access to the curriculum and classroom activities.

The child's paraprofessional determines access to the curriculum and classroom activities.

The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.

The paraprofessional does not provide many opportunities for the child to complete work independently and "hovers."

Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.

Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.

The teacher can identify your child's strengths and areas for improvement.

The teacher refers to the specialists and paraprofessionals to identify child's development.

Child can name classmates and has many common classroom experiences.

Child does not know classmates and does not have many common classroom experiences.

The trend toward inclusive general education classrooms

Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom. Learn more at Understood, 4 Benefits of Inclusion Classrooms .

Read about a New York City public school program called ASD Nest in this article from The Atlantic: What School Could Be If It Were Designed for Kids With Autism .

Inclusive learning: everyone's in

This video, "Meeting the Needs of the Whole Child," overview is part of the Edmonton Public Schools' Inclusive Learning: Everyone's In initiative. The District was selected as a change agent for Alberta's Action on Inclusion initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. (Edmonton Public Schools, Alberta, CA) View all of the "Inclusive Learning: Everyone's In" video ›

Books about inclusive classrooms

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An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students. Learn more about what inclusion is, how it can benefit all learners, and how to implement an inclusion program in your classroom and school-wide.

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This website talked about inclusion classrooms. Inclusion can be important to students who have special needs. They reduce stigma of the children with special needs! Every classroom is full of different learners, they all learn differently, and once they are together, it makes a classroom succeed.

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The Trend Toward Inclusive General Education Classrooms

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Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom.

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There is a TON of important information in this website about inclusion classrooms. There are diagrams, videos, and many links throughout the website.

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This website is for everyone!!

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Laws and Regulations Related to Special Education and Students with Disabilities

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State Law and Regulations: In order to remain eligible for federal funds under the IDEA, states must have policies and procedures in effect that comply with federal requirements. The special education requirements for New York State are set forth in New York State Education Law and in Parts 200 and 201 of the Regulations of the Commissioner of Education.

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This website talks about the laws and regulations to Special Education and Students with Disabilities. It mentions about both the federal laws and the states laws. Also mentioning the Individuals with Disabilities Act(IDEA).

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There is a lot of important information that takes place in this website. It mentions IDEA, and federal and state laws that help disabled children get the appropriate schooling needed.

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This post is for educators!

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This article talks about how to identify exceptional children. It also talks about the definition and characteristics of the exceptional children. The title of this website is called "Twice Exceptional" which means there is a child who has one or more learning disabilities. These can be autism, dyslexia, and many more. The website lists the characteristics and how to properly identify the child.

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Identifying an exceptional child can be tough. It is important to be aware of surroundings and what you are saying during the identification.You can use testing to identify, written testing as well. There are many forms of testing you can use to identify an exceptional child.

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This post is for everyone

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Explore own assumptions about working with families of children with special needs.

Identify variables that may challenge or support family-centered practice.

Choose effective ways to support families of children with special needs.

Know

Families of Young Children with Special Needs

Preschoolers with special needs are members of our communities, programs, and families and it is our responsibility to provide high-quality, inclusive support and care for these children and their families. While these families often experience additional challenging situations and stressors, they have hopes, dreams, and goals for their children just like other families. You can positively impact families with a preschooler with a disability by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

Within the VLS, the terms special needs and disability are often used interchangeably. It is important to note that while the two terms have similar meanings, the word disability is generally used to refer to a long-term condition or impairment that impacts the way a child or youth learns, participates, or interacts with the world around them. The term special needs often refers to additional supports or assistance a child or youth may need within an educational, developmental, behavioral, or health context. Language is a powerful tool that can create a sense of identity, purpose, and pride and is particularly important to consider when working with children and families. One critical way to empower families of children with special needs is to have a dialogue with them around their preferred language when referring to their individual child's unique needs and abilities.

Working with Families of Children with Special Needs

Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs. Some preschool children will enter your program with a known disability, and other families will learn that their child has a disability or is delayed while enrolled in your program. You may even be one of the professionals that assists in identifying an area of concern or delay. Families with eligible preschool-age children may receive special education services and have an individualized education program (IEP). Others may only receive support from a medical center, and some families will be involved with multiple systems of support. Regardless, families can be overwhelmed by what feels like a constant flow of suggestions, therapies, and appointments to help their child learn and develop. These families may need more help supporting their children and may turn to you, or others in your program, for assistance with connecting to services or agencies outside of your program. It may be helpful to form relationships with outside agencies so you, or trainers and administrators in your program, have up-to-date information on how to make a referral and the types of services offered and available. Positive interactions with families and other professionals can decrease families' stress and improve their well-being, as well as improve their confidence in you as their child's early care and learning program.

Families with preschoolers with special needs may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children. This information can be used to determine if a child has a specific condition, support the child outcomes summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in an IEP review, a time when the team of professionals and families come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and related services personnel may "push in" and provide services within your program. Regardless of how special education services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.

Families with preschoolers with disabilities may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children in their daily routines. This information can be used to determine if a child has a specific area of need, support the child outcome summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in a family's IEP review, a time when the team of professionals and the family come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and therapists may provide services within your program. Regardless of how these services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information, goals and expectations.
Effective Practices
The first step in establishing strong relationships with families of children with special needs is to spend time discussing and learning their wishes and concerns for their children and to learn about the meaningful activities and routines they participate in at home. Maintaining this communication throughout a child's time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom. Through your interactions you can build trust so both you and families feel comfortable sharing children's strengths and if there are concerns (Sandall, Hemmeter, Smith, & McLean, 2005). Before communicating concerns with families, it may be helpful to discuss with a coach, trainer, or administrator your plan to share this information using family-centered practice. Be prepared for families to react in a variety of ways, and know how you can offer support if they seek assistance from other agencies and resources. For families already receiving support from other professionals, ongoing communication with both families and professionals is critical to maintain consistency between program and home environments. When all the caregivers and professionals in a child's life are consistently using the same, effective strategies to promote development and outcomes, children are more likely to benefit and learn new skills.

In your collaboration with families, it is important to acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004). This means that when a family's wishes and decisions are different from what you would recommend, you respond to the family's decisions with respect. Ultimately, meaningful communication and relationship-building will enrich the process for both yourself and the families you serve.

Take a look at the following guidelines that reflect family-centered practice. You may remember some of these from Lesson 1. Then, think about which of these you can use in your work with families of children with special needs (Turnbull, Turbiville, & Turnbull, 2000):

Recognizing the family as a constant in the child's life; caregivers and service systems may often change

Facilitating collaboration between families and professionals

Honoring and respecting family diversity in all dimensions (cultural, racial, ethnic, linguistic, spiritual, and socioeconomic)

Recognizing family strengths and the different approaches that families may use to cope

Sharing unbiased and honest information with family members on an ongoing basis

Encouraging family-to-family support and networking

Acknowledging and incorporating the developmental needs of the child and other family members into your practice

Designing and implementing services that are accessible, culturally and linguistically respectful and responsive, flexible, and based on family-identified needs

See

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Watch this video to learn about addressing the needs of families who have children with special needs.

Do

There are many ways you can demonstrate respect and consideration for families of children with special needs or disabilities in your classroom. Consider the following:

Acknowledge that families know their child best and ask them questions about services, resources, or typical routines that may be helpful to you.

Establish ongoing communication between home and school. Communication journals are a great way to maintain communication. These are usually sent home with the child and returned the next day. Teachers can share noteworthy observations, events, or daily challenges and families can respond to those or share their own news or reflections. While communication journals can be used with families of all children in your classroom, they can be an especially valuable tool in establishing consistency between home and school environments for children with special needs.

Incorporate children's books in your classroom library that reflect consideration of multiple abilities and differences.

Modify daily activities so that all children can participate in their own way.

Invite families to talk about their child. For example, a family member may come in your classroom and talk about their child's use of adaptive equipment (e.g., braces, wheelchair, or a communication device). The family member may explain the use of equipment, which can help children and other families understand aspects of their life. This also promotes acceptance of differences.

Be a team player! Work collaboratively with families and other professionals who may be involved in the delivery of services to children with special needs.

If disagreements or miscommunication arise, consider the following:

Remind yourself that your role is to support families' hopes and dreams for their child.

Be patient. Dealing with a child with a disability may be challenging at times, and family members need time to navigate this experience at their own pace.

Avoid making judgments of families and their children.

Consider difficult times as opportunities to build trust between yourself and families.

Question your assumptions about working with families of children with disabilities or special needs and urge other professionals you know to do the same.

Talk with your trainer, supervisor, or coach when in doubt about any aspect of your work with families.

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Watch this video to hear a family of a child with special needs share their school experience.

Barrera, I., & Corso, R. M. (2003). Skilled Dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Publishing.

Center for Parent Information & Resources. (n.d). Supporting the Parent Centers Who Serve Families of Children with Disabilities. Retrieved from https://parentcenterhub.org/

Hanson, M. J., & Lynch, E.W. (2004). Understanding Families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes.

Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity With Families: Case studies in special education. Baltimore, MD: Paul H. Brookes Publishing.

Harry, N., Rueda, R., & Kalyanpur, M. (1999). Cultural reciprocity in Sociocultural Perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.

Howard, V.F., Williams, B.F., Port, P.D., & Lepper, C. (1997). Very Young Children With Special Needs: A formative approach for the 21st century. Upper Saddle River, NJ: Merrill.

Johnson, B. H. (1990). The changing role of families in health care. Children's Health Care, 19(4), 234-241.

Kalyanpur, M., & Harry, B. (1999). Culture in Special Education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing.

Lynch, E. W., & Hanson, M. J. (2004). Developing Cross-Cultural Competence: A guide for working with young children and their families, 3rd ed. Baltimore, MD: Paul H. Brookes.

National Association for the Education of Young Children (2011). NAEYC Position Statement: Code of ethical conduct and statement of commitment. Retrieved from http://www.naeyc.org/positionstatements/ethical_conduct

National Association for the Education of Young Children. Engaging Diverse Families.

Peck, A., & Scarpatti, S. (2002). Special Education around the world. Teaching Exceptional Children 34(5).

Poston, D., Turnbull, A., Park, J., Mannan, H., Marquis, J., & Wang, M. (2003). Family Quality of Life: A qualitative inquiry. Mental Retardation, 41(5), 313-328.

Salend, S. J., & Garrick-Duhaney, L. M. (2002). What Do Families Have to Say About Inclusion? How to pay attention and get results. Teaching Exceptional Children, 35(1), 62-66.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West.

Trivette, C. M. & Dunst, C. J. (2005). DEC Recommended Practices: Family-Based Practices. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.). DEC Recommended Practices: A comprehensive guide for practical application (pp. 107-126). Longmont, CO: Sopris West.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of Family-Professional Partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.). Handbook of Early Childhood Intervention (pp. 630-650). Cambridge, United Kingdom: Cambridge University Press.

Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families, Professionals, and Exceptionality: Positive outcomes through partnerships and trust. 5th ed. Upper Saddle River, NJ: Pearson Education Inc.

Consider your view on families of children with special needs and think about your role in their lives

Consider how much information a family is comfortable sharing about their child's needs

Use these resources to learn more about families with children with special needs

Understand the emotional impact a family can experience when they learn about their child's disability

Create a list of resources to support children with disabilities

This activity is required for the CDA Professional Portfolio and should be completed by CDA candidates only.

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Working With Families of Children With Special Needs

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Explore own assumptions about working with families of children with special needs. Identify variables that may challenge or support family-centered practice. Choose effective ways to support families of children with special needs.

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This article talks about the working with families of children with special needs. It has a lot of components to it! There are also objectives in this article!

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There is a TON of important information in this article. It talks about families with children with special needs, how to work with them, practicing, what you can and can't see, what you can do, and exploring!

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This post is for educators and parents!

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Frontiers | Application of the Educational Game to Enhance Student Learning

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The purpose of this study is to investigate the use of an educational game to enhance student learning effectiveness. This study consisted of 56 college stud…

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This article talks about how teachers can engage their students using games. Game based learning is sometimes important for children who learn in a kinesthetic style. It is important for them to play the game and see it in action as well.

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The important thing while having game based learning is that the students don't get off track. There has to be some effect of the student gaining knowledge during the game based learning.

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This post is for educators!

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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This article is about what an intellectual disability is. It is very informative and mentions many important details.

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There are many important aspects to this article. It talks about diagnosing an intellectual disability, areas of adaptive functioning, causes, management, and tips for parents which is amazing!

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this post is for parents!!

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Learning disabilities that affect an individual's understanding of what they read or of spoken language. The ability to express one's self with oral language may also be impacted.

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This is a website that has multiple different learning disabilities. It explains all of them in the different topics where you click on the learning disability.

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There is a lot of important information in the articles I read about. There are many more learning disabilities than I thought. There is Oral and Written Language, Non-Verbal Disabilities,Dysgraphia- which is a disability of handwriting Dyscalculia-which is a disability of understanding numbers and math facts. There is also dyslexia.

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This post is for teachers, parents, and admin.

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students:

Behavioral classroom management

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work for students of all ages.

Organizational training

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

Teaching and supporting positive behavior‎

These two management strategies require trained staff-including teachers, counselors, or school psychologists-to follow a specific plan to teach and support positive behavior.

Special education services and accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

Learn more about IDEA vs Section 504
The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504:

What are the main differences between an IEP and a 504 Plan?‎

* IEPs: Provide individualized special education services to meet the unique needs of the child and is governed under the Federal law known as the Individuals with Disabilities Education Act (IDEA).

* 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

IEPs and 504 Plans can offer accommodations for students to help them manage their ADHD, including the following:

Extra time on tests

Instruction and assignments tailored to the child

Positive reinforcement and feedback

Using technology to assist with tasks

Allowing breaks or time to move around

Changes to the environment to limit distraction

Extra help with staying organized

Did you know?‎

Parents of children with ADHD report receiving more services through an IEP than through a 504 plan.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What teachers can do to help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes but do need extra assistance on a daily basis.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. Here are some tips for classroom success:

Communication

Give frequent feedback and attention to positive behavior.

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings.

Provide extra warnings before transitions and changes in routines.

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and tasks

Make assignments clear-check with the student to see if they understand what they need to do.

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project.

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well.

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring.

Allow time to move and exercise.

Minimize distractions in the classroom.

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a plan that fits the child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting, depending on the child).

Communicate with parents on a regular basis.

Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎

What every parent should know

School support and services are regulated by laws. The U.S. Department of Education has developed a "Know your rights" letter for parents and a resource guide for educators to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.

Healthcare providers also play an important part in collaborating with schools to help children get the special services they need.

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ADHD in the Classroom: Helping Children Succeed in School

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Resources for parents, teachers, and healthcare providers to help children with ADHD succeed in the school.

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This article is about ADHD, helping each other in the classroom. Helping teach the children with ADHD in the classroom. There are some things that can help with ADHD in the classroom. There are also many resources.

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There is a lot of important information in this article about ADHD in the classroom. It talks about behavior classroom management,organizational training, special education services, and accommodations.

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This post is for parents and teachers!

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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There is so much information. There are many types of autism. Having autism can contain challenges with social, communication, and behavior skills.

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This article talks about autism, the types of autism, and what it can be like. It also mentions about other similar mental and behavioral health issues.

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This post is for parents and teachers

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Definition

A speech disorder is a condition in which a person has problems creating or forming the speech sounds needed to communicate with others. This can make the child's speech difficult to understand.

Common speech disorders are:

Articulation disorders

Phonological disorders

Disfluency

Voice disorders or resonance disorders

Speech disorders are different from language disorders in children. Language disorders refer to someone having difficulty with:

Getting their meaning or message across to others (expressive language)

Understanding the message coming from others (receptive language)

Alternative Names

Articulation deficiency; Articulation disorder; Phonological disorder; Voice disorders; Vocal disorders; Disfluency; Communication disorder - speech disorder; Speech disorder - stuttering; Cluttering; Stammering; Childhood onset fluency disorder

Causes

Speech is one of the main ways in which we communicate with those around us. It develops naturally, along with other signs of normal growth and development. Disorders of speech and language are common in preschool age children.

Disfluencies are disorders in which a person repeats a sound, word, or phrase. Stuttering may be the most serious disfluency. It may be caused by:

Genetic abnormalities

Emotional stress

Any trauma to brain or infection

Articulation and phonological disorders may occur in other family members. Other causes include:

Problems or changes in the structure or shape of the muscles and bones used to make speech sounds. These changes may include cleft palate and tooth problems.

Damage to parts of the brain or the nerves (such as from cerebral palsy) that control how the muscles work together to create speech.

Hearing loss.

Voice disorders are caused by problems when air passes from the lungs, through the vocal cords, and then through the throat, nose, mouth, and lips. A voice disorder may be due to:

Acid from the stomach moving upward (GERD)

Cancer of the throat

Cleft palate or other problems with the palate

Conditions that damage the nerves that supply the muscles of the vocal cords

Laryngeal webs or clefts (a birth defect in which a thin layer of tissue is between the vocal cords)

Noncancerous growths (polyps, nodules, cysts, granulomas, papillomas, or ulcers) on the vocal cords

Overuse of the vocal cords from screaming, constantly clearing the throat, or singing

Hearing loss

Symptoms

DISFLUENCY

Stuttering is the most common type of disfluency.

Symptoms of disfluency can include:

Repetition of sounds, words, or parts of words or phrases after age 4 (I want...I want my doll. I...I see you.)

Putting in (interjecting) extra sounds or words (We went to the...uh...store.)

Making words longer (I am Boooobbby Jones.)

Pausing during a sentence or words, often with the lips together

Tension in the voice or sounds

Frustration with attempts to communicate

Head jerking while talking

Eye blinking while talking

Embarrassment with speech

ARTICULATION DISORDER

The child is not able to produce speech sounds clearly, such as saying "coo" instead of "school."

Certain sounds (like "r", "l", or "s") may be consistently distorted or changed (such as making the 's' sound with a whistle).

Errors may make it hard for people to understand the person (only family members may be able to understand a child).

PHONOLOGICAL DISORDER

The child does not use some or all of the speech sounds to form words as expected for their age.

The last or first sound of words (most often consonants) may be left out or changed.

The child may have no problem pronouncing the same sound in other words (a child may say "boo" for "book" and "pi" for "pig", but may have no problem saying "key" or "go").

VOICE DISORDERS

Other speech problems include:

Hoarseness or raspiness to the voice

Voice may break in or out

Pitch of the voice may change suddenly

Voice may be too loud or too soft

Person may run out of air during a sentence

Speech may sound odd because too much air is escaping through the hose (hypernasality) or too little air is coming out through the nose (hyponasality)

Exams and Tests

Your health care provider will ask about your child's developmental and family history. The provider will do some neurological screening and check for:

Fluency of speech

Any emotional stress

Any underlying condition

Effect of speech disorder on daily life

Some other evaluation tools used to identify and diagnose speech disorders are:

Denver Articulation Screening Examination.

Leiter International Performance scale-3.

Goldman-Fristoe Test of Articulation 3 (GFTA-3).

Arizona Articulation and Phonology Scale 4th Revision (Arizona-4).

Prosody-voice screening profile.

A hearing test may also be done to rule out hearing loss as a cause of the speech disorder.

Treatment

Children may outgrow milder forms of speech disorders. The type of treatment will depend on the severity of the speech disorder and its cause.

Speech therapy may help with more severe symptoms or any speech problems that do not improve.

In therapy, the therapist may teach your child how to use their tongue to create certain sounds.

If a child has a speech disorder, parents are encouraged to:

Avoid expressing too much concern about the problem, which can actually make matters worse by making the child more self-conscious.

Avoid stressful social situations whenever possible.

Listen patiently to the child, make eye contact, don't interrupt, and show love and acceptance. Avoid finishing sentences for them.

Set aside time for talking.

Support Groups

The following organizations are good resources for information on speech disorder and its treatment:

Outlook (Prognosis)

Outlook depends on the cause of the disorder. Speech can often be improved with speech therapy. Early treatment is likely to have better results.

Possible Complications

Speech disorders may lead to challenges with social interactions due to difficulty communicating.

When to Contact a Medical Professional

Call your provider if:

Your child's speech is not developing according to normal milestones.

You think your child is in a high-risk group.

Your child is showing signs of a speech disorder.

Prevention

Hearing loss is a risk factor for speech disorders. At-risk infants should be referred to an audiologist for a hearing test. Hearing and speech therapy can then be started, if necessary.

As young children begin to speak, some disfluency is common, and most of the time, it goes away without treatment. If you place too much attention on the disfluency, a stuttering pattern may develop.

References

American Speech-Language-Hearing Association website. Voice disorders. www.asha.org/Practice-Portal/Clinical-Topics/Voice-Disorders/. Accessed April 12, 2022.

Simms MD. Language development and communication disorders. In: Kliegman RM, St. Geme JW, Blum NJ, Shah SS, Tasker RC, Wilson KM, eds. Nelson Textbook of Pediatrics. 21st ed. Philadelphia, PA: Elsevier; 2020: chap 52.

Trauner DA, Nass RD. Developmental language disorders. In: Swaiman KF, Ashwal S, Ferriero DM, et al, eds. Swaiman's Pediatric Neurology: Principles and Practice. 6th ed. Philadelphia, PA: Elsevier; 2017:chap 53.

Zajac DJ. Evaluation and management of speech disorders for the patient with cleft palate. In: Fonseca RJ, ed. Oral and Maxillofacial Surgery. 3rd ed. St Louis, MO: Elsevier; 2018:chap 32.

Version Info

Last reviewed on 2/24/2022

Neil K. Kaneshiro, MD, MHA, Clinical Professor of Pediatrics, University of Washington School of Medicine, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

A.D.A.M., Inc. is accredited by URAC, also known as the American Accreditation HealthCare Commission (www.urac.org). URAC's accreditation program is the first of its kind, requiring compliance with 53 standards of quality and accountability, verified by independent audit. A.D.A.M. is among the first to achieve this important distinction for online health information and services. Learn more about A.D.A.M.'s editorial process. A.D.A.M. is also a founding member of Hi-Ethics (www.hiethics.com) and subscribes to the principles of the Health on the Net Foundation (www.hon.ch).

The information provided herein should not be used during any medical emergency or for the diagnosis or treatment of any medical condition. A licensed physician should be consulted for diagnosis and treatment of any and all medical conditions. Call 911 for all medical emergencies. Links to other sites are provided for information only -- they do not constitute endorsements of those other sites. Copyright 2002 A.D.A.M., Inc. Any duplication or distribution of the information contained herein is strictly prohibited.

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Speech and Language Disorders - Symptoms and Causes

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A speech disorder is a condition in which a person has problems creating or forming the speech sounds needed to communicate with others.

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There are many instructional methods in this article. They talk about many different instructional methods you can use in the classroom with your students.

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There's a lot of important information in this article. They talk about kinesthetic learning. Visual learning and experiential learning. The article then goes on to explain about four different instructional methods of teaching. The article also talks about four instructional materials. It also talks about a lot of the media used in school now.

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This post is for mostly teachers.

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This article was about speech and language disorders. It talks a lot about the different disorders and speech of children. It is interesting to learn about all the different speech and language disorders that I did not know about.

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There were many common speeches orders I did not know about . Some of them are called phonological disorders, disfluency, and articulation disorders. There are many symptoms, causes, and alternative disorder names.

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This post is for teachers and could be for parents too.

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According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.) People who use Australian Sign Language (Auslan) often prefer to be referred to as deaf rather than hard of hearing. They see this as a positive identity rather than a negative label.

People who have a hearing loss are either pre-lingually deafened or post-lingually deafened. People who are pre-lingually deafened have lost their hearing before they acquired language. People who are post-lingually deafened acquired their hearing loss after they acquired language. For each group the impact of the hearing loss and the degree of deafness will vary.

Some people who are pre-lingually deafened use Auslan. Many received cochlear implants early at birth. Some rely on spoken language. Many communicate with a combination of spoken language and sign language. Some have normal language and literacy development. Some may have issues with literacy. It varies greatly, so it is important to understand the needs of each individual. All these factors need to be considered when assessing the types of reasonable adjustments.

People who have a post-lingual hearing loss generally acquired their hearing loss later in life. They may or may not benefit from listening devices. Some may learn sign language as a means to diversify access to communication. As with people who are pre-lingually deafened, it is important to assess the needs of each individual before implementing any reasonable adjustments. This is because the requirements of each individual can be diverse.

Students with a hearing loss may require accommodations and assistive devices to have the best access to education. Accommodations may be as simple as preferential seating or as complex as wireless assistive listening devices in the classroom. Some will require Auslan interpreters and live remote captioning. Each learner with a hearing loss should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of Hearing Loss

The learning processes of students with a hearing loss may be affected in the following ways:

Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy.

Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth.

Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver Auslan interpreters or captioning. For some it will be in the form of listening devices. For others it will be a combination of technology that includes both listening devices and computer based software.

The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student.

Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning.

Participation and interaction in tutorials may be limited. Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage.

Some students with hearing loss coming straight from the school system have been familiar with a structured learning environment, and may require a period of adjustment when entering into the post-secondary learning environment. Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with a hearing impairment:

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.

Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

Ensure that any background noise is minimised.

Repeat clearly any questions asked by students in the lecture or class before giving a response.

Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.

It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.

Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.

Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps.

Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.

Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.

In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.

Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.

Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts.

Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.

Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.

Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.

Assessment Strategies

Always consider alternative forms of assessment where necessary. Standards are not expected to be lowered to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.

Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.

Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions 'signed' to them.

Related Resources

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Inclusive Teaching: Deaf and Hard of Hearing

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Inclusive teaching practices for Deaf an hard of hearing students.

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What Teachers Should Know

Kids who have vision loss that can't be fixed with glasses, contacts, or other methods have a visual impairment. They may have complete vision loss (blindness) or partial vision loss.

Visual impairments can be caused by eye conditions like amblyopia ("lazy eye") or strabismus (misaligned or crossed eyes), eye or brain injuries, or birth defects.

In school, kids may:

not be able to see objects at a distance, like on a whiteboard or blackboard

having trouble reading (or learning to read) and participating in class

not be able to focus on objects or follow them, may squint often and rub their eyes a lot, have chronic eye redness or sensitivity to light

bump into things often

In the classroom, there are many supports that can help make learning more successful. These include assistive devices, technologies, or special accommodations.

What Teachers Can Do

Educators, eye doctors, parents, and students with a visual impairment can work together to create an educational plan. This may include setting up an individualized education program (IEP) or 504 plan to help kids reach their full potential. Plans may include a classroom aide or someone to assist with note-taking, and more. As a child grows, this plan will change.

To support students in your classroom:

Make seating changes, when needed, to help kids see you, whiteboards, blackboards, or learning materials. Extra lighting may be needed.

Keep walkways open. Make sure your classroom is easy to move through and free of obstacles. Students may need extra help moving around or reaching things.

Give extra time, if needed. Some kids may need more time to travel between classes, complete assignments or activities, and take tests.

Know about assistive devices, technology, or other learning aids. Kids may use magnifiers for reading or read from large-printed books and handouts. Audiobooks are a good idea. For kids who can't type, voice-activated computers help them do classwork.

Allow verbal responses for assignments or tests to measure learning.

Have a plan for missed instruction, assignments, and testing. Students with a visual impairment may miss class time to go to doctor visits. Know how the student will make up for missed time.

Talk about and celebrate differences. Students with visual impairments want to be accepted like everyone else. But sometimes they're targeted by others who see them as "different." Talk about and celebrate differences, and focus on the interests that kids share. Be mindful of bullying, and keep a zero-tolerance policy for that behavior.

By addressing special needs and offering support when needed, you can help students with a visual impairment learn as best as possible.

Date reviewed: March 2021

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visual impairments special needs factsheets

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Visual Impairments Factsheet (for Schools)

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What teachers should know about visual impairments, and how to help students with vision problems succeed in school.

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This post is for teachers and parents with inclusion classrooms and/or children with deafness or hearing difficulty.

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Developing Meaningful IEP Goals - The Intentional IEP

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Learn how to develop meaningful IEP goals that address the student’s needs, are SMART goals and are aligned with the child’s Present Levels.

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Emotional and Behavioral Disorders in the Classroom - Education Corner

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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Teaching Students with Physical Disabilities - Accessible Campus

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There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as […]

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This post is for teachers and parents.

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This post is for teachers with students needing an IEP.

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This post could be for parents and teachers.

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This post is for teachers.

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This website talks about inclusive hearing, such as deaf children and children har dog hearing.

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This post mentions about visual impairments. It talks about what teachers can do to help children with visual impairments.

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This post talks about developing IEP goals for students that need them. It mentions about how teachers can understand where their students are in the classroom and their progress.

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This post is about Emotional and Behavioral disorders in the classroom. It talks about how to handle them, different types of the disorders, and many techniques to help in the classrooms.

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This article is about teaching children with physical disabilities. It gives tips on how and good techniques to teach children in different places in the school depending on their disability.

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Some important information I found while reading this is that the impact of hearing loss can be very crucial in student learning. Students that have hearing loss should sit close to the front of the classroom if they do not have a translator or some type of assistive technology. The article says that students with hearing loss or difficulty could be at an " educational disadvantage".

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Some important information in this article was that students, eye doctors, parents, and educators can come up with a plan, such as an IEP if needed. Seating changes, extra time, and accommodation in the classroom is crucial for these students.

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Some important information from this article that I found was that students sometimes need IEP's. There are many different ways that a student could receive an IEP. Understanding where all of your students are at academically as an educator is crucial.

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This article had a lot of important information on supporting positive behavior. There are many rules and routines given so the students have a schedule to follow. It is important to have students follow a schedule to get them on a routine, having routines supports better behavior.

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This article was about teaching students with physical disabilities. Physical disabilities range from low to high. It is sometimes very difficult to teach students with physical disabilities. The classroom has to be accommodating depending on the disability.