Remove obstacles so that the student can move freely from lesson to lesson.
Encourage support for the student from classmates.
Consider physical access issues such as ramps, toilets, lifts and classroom layout.
Incorporate advice from the occupational therapist in the student’s programme.
Use computers and audio-visual aids in the student’s learning and teaching programme.
Specialised equipment may also be necessary such as adapted keyboards, page turners, word boards or special desks.
If writing is difficult consider using a tape recorder.
Encourage communication to prevent isolation.
Teach social skills if necessary.
Allow students extra time to complete tasks.
If teaching Physical Education, note that slower-paced activities are better than those requiring a fast response. Students will do better catching a bounced ball than a thrown one; kicking a stationary ball than a moving one.
Students may have a low self-image, therefore it is important to ensure that the student feels included and is encouraged and praised.
As students tend to become distracted quite easily minimise distractions in the classroom environment.
If students use wheelchairs, where possible place yourself at their eyelevel when talking to them.
Table-type desks with adequate leg space will need to be considered if the student has a wheelchair.
The board in the classroom may have to be lowered if the student is in a wheelchair.
To facilitate students’ reading, use easels, portable reading racks or adjustable desks.
