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Be clear of expectations and instructions. Prevent nagging as students tend to shut down due to this.

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1. Work with parents and other teachers 2

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1. Work with parents and other teachers 2

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Share strategies among ourselves especially parents who are unsure how to handle their child(ren).

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Using visual cues.give short, clear instructions. Assign a buddy/groupmates  to help. Be clear of child’s level and work from there. Chunking information helps. Teach reading and comprehension strategies.

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Tap on their listening and speaking skills.

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Twins in the same class but can’t get along . Also have ‘divorced’ parents n caregiver issues. Financial assistance + MSF intervention

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1. Student liked to shout and when he was angry,he would hurt others eg puushed DM and shouted in his ear resulting in temporary hearing loss.
2. Student cannot move independently including writing. She would drool ever now and then especially when she was excited or upset.

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Set boundaries

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Single parents or complicated family situations.

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To have good parent - school relationship and communication. When parents trust the Teachers and school it will help these special needs pupils to build confidence

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Role-modelling th behaviour you want your students to have during interaction with students with special needs

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Pupils must know that you care before they would even listen to us.

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Children with asd need a structured environment 

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Children with asd need a structured environment 

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Breakdown words or sentences into shorter parts so as to allow pupil to read better

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Be firm and fair. Clear instructions and expectations for pupils to understand.  Break tasks into smaller bites so as not to overload them. 

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Be firm and fair. Clear instructions and expectations for pupils to understand.  Break tasks into smaller bites so as not to overload them. 

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Allow movement breaks but set rules with a pass on how many per day the student can take.

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Characters for them to read must be big enough

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Break down instructions into numbered list

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Break down instructions into numbered list

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Sincerity in building TSR. Children are able to sense and when connection is built children will cooperate.

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These children can learn but at a slower pace. Need to provide differentiated instructions including assignments to meet their learning needs.

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Use bigger fonts and font that are cleareror are supposed to help for Dyslexia. Use alternative methods like typing or recording rather than having many writing tasks

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Allow students to move around through activities and assign roles in class eg group leader where he/she can collect paper so that he/she can move around

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Write out the schedule on board to prepare them.

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Printing worksheets with bigger font sizes to make reading comfortable.

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Printing worksheets with bigger font sizes to make reading comfortable.

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Lots of visual cue. Speak slowly and in short sentences.

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Have a list of pupils who have special needs so that teachers are aware and can pre-empt at the beginning of the year.

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Have a list of pupils who have special needs so that teachers are aware and can pre-empt at the beginning of the year.

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Have Routines in class. Clear expectations for discipline and behaviour.  Explain consequents of actions.

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Have Routines in class. Clear expectations for discipline and behaviour.  Explain consequents of actions.

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Getting whole class to create an inclusive environment

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To have classroom rules and processes where pupils are clear of expectations .

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Must have very good structure, including sitting arrangements and group combinations, and routines.

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Organise the classroom. With different station for students to go and release

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Pre-ampt the pupils about changes. Stick to a routine as much as possible and inform them and reason with them before making changes. Teach them a set of routine on how they can manage their emotions or conflict with their peers.

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Firm reinforcement of expectations

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Appropriate words in purple and inappropriate words in red to promote self-correction and regulation

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Spend some time to listen to them. Sometimes all they need is to express themselves and they will be happy for the day.

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Keep pupil within sight. Constant reminders for child to know how to behave. Implement intrinsic & extrinsic reinforcement

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Be firm and clear with expectations for the class so that we are on the same page.

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Be firm and clear with expectations for the class so that we are on the same page.

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Can have lower expectation but not no expectations.

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- to guide children with the flow of the lesson

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Create a structured environment in the class. 

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Create a structured environment in the class. 

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Pupils know what is expected from them at the start of the class

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Work with parents and other trained colleagues

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Establishes rapport & trust with the pupil & parents

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Working with parents and Counselors in understanding the students’ needs

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Listen to the student and understand their needs, concerns and their triggers

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Lesser writing for them and get used to checking his work after he has written.

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Getting peers to provide help

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A class with half of them with special needs

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A class with half of them with special needs

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Having a routine/structure eg use differentiated behaviour chart, bucket fillers and being firm

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I have taught a child who has hearing problems. Seating arrangement is a must for this child to ensure she gets to hear what is taught in class.

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Encourage/talk to the whole class to how they can help or support.

Affirm children when they are helping their friends.

Show fairness to everyone so that students dont feel ostracized.

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Having supportive and understanding classmates

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Hold onto their hands and write the characters, after a few times, they will be familiar with the structure of the words.

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The teacher had been very firm with the child and using the same expectation for every subject. So the child will know that the expectation of him is the same in every class. After every meltdown, the teacher speaks to the child and engage a buddy for the child to keep a lookup to prevent further trigger. The Teachers also form a intervention group to keep everyone teaching the child informed of what happened daily.

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Consistent routines and reminders. Give child opportunities to move around. Seat child at a spot with fewer distractions. Emphasise to class about diversity and acceptance of each other to create inclusive and positive environment where children help each other with their strengths.

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Use of familiar text to practice reading. Repeated exposure of familiar words help students to recognise and remember words. This positive experience encouraged them to read new words/ texts. 

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Use of familiar text to practice reading. Repeated exposure of familiar words help students to recognise and remember words. This positive experience encouraged them to read new words/ texts. 

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Sensory issues.  Global delay

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Pupil with intellectual disability

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All teachers in contact /teaching the child should have a copy of the IEP to identify and be familiar with the simuli that triggers a child's behaviour / outburst.

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Have a clear routine/expectations of the child

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Have a clear routine/expectations of the child

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Always work with fellow teachers and care hivers

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Provide the child with a reference point. E.g. chart to refer to.

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Seek opportunities to look out the child's potential. Learning patterns and slowly weaved it into teaching methods that will suit the class and the child. 

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Seek opportunities to look out the child's potential. Learning patterns and slowly weaved it into teaching methods that will suit the class and the child. 

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I see more chn classified as adhd especially boys . Always wondered if these boys are just active?

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Daily routines must be put in place. Pupils must know the consequences of certain actions. Form a bond with the pupils by talking to them daily about their needs and their interests. Do not talk only when there are issues.

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Build a connection with the child

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Teacher teaching style to change to fit what is best for class

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Understand the triggers

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Being genuine in your interaction with students

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Treat the child with respect, be firm but show that you care. If they know you respect them, they will also respect you. Do not label them.

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Garner the support of the family to work together for the benefit of the child.

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I’ve worked with ASD children in my ART Club CCA. ASD children need to learn about boundaries and consequences as well. I stepped in to firmly inform the boy who was rude to all the Art CCA teacher. We informed parents and issue a consequence that the child understands so he did not cross the line again. His parents followed up with a talk to explain what he has done wrong. He apologised and was excused from learning journeys with the CCA because he behaved badly in the one we went to.

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Work with the parents