• Students’ strengths and need for special help
• You promote accessibility in teaching and guiding.

Knowing about students’ strengths and weaknesses makesplanning for them more effective. In Special Education, I must proactively target their needs which will make any efforts to differentiate for them much easier to predict.

Accessibility means equal access and opportunities to all students, for example, during my teaching, in my classroom, students were from different ethnicity and cultural backgrounds, they have different learning needs. We as teachers make sure that students have access to the learning material and digital devices they need. Students of different age groups, have different learning pace, some were quick learners, and some were slow. Some students might have difficulties in adoption of learning tools and may need some extra time to digest new learning and multicultural environment. I discusses in detail in my other blogs how I took care of these aspects in planning and choosing and learning tools.  

Some of the students were new in this classroom and they need time to get settle down and I felt they need some special attention, for this I met with couple of times separately to discuss what issues they have. By this way, they felt confident and ready to adopt new multicultural environment.

Some students are from non-English speaking countries, they have difficulties in understanding true meaning of what teacher is teaching.  International students have variable learning levels in English speaking environment.  To overcome this issue, we tried to speak slowly and clearly. Started the course with slow pace, and with the passage of time, study pace got normal.  We tried if they speak more and discuss the issues/problems.

• You cooperate with other parties with the student’s benefit in mind

Several cooperation in the system must be in place. Some of the parties are regular teachers, special/resource teachers, school administrators, parents of children with special needs and parents of their peers who may not have special needs, children themselves with special needs, and those without special needs. In short, all sections of society who have a stake, directly and indirectly in children’s education. The success of inclusion lies in the coordinated and collaborative efforts of all the parties.