- Prevent negative stereotypical attitudes about children with
disabilities
by avoiding negative words, such as "disabled," "crippled,"
or "handicapped," instead of "a child with a physical or movement disability";
"wheelchair bound" for "a child who uses wheelchair", "deaf and dumb" instead
of "a child with hearing and speech disability", or "retarded" for "a child
with mental disability."
- Depict children with disabilities with equal status as those
without disabilities.
For example, a student with a disability can
tutor a younger child without a disability. Children with disabilities
should interact with non-disabled children in as many ways as possible.
- Allow children with disabilities to speak for themselves
and express their thoughts and feelings. Involve children with and without
disabilities in the same projects and encourage their mutual participation.
- Observe children and identify disabilities.
Early detection
of disabilities has become part of early-childhood education. The earlier
a disability is detected in a child, the more effective the intervention
and the less severe the disability.
- Refer the child whose disability is identified for developmental
screening
and early intervention.
- Adapt the lessons, learning materials and classroom to the needs
of children with disabilities.
Use means such as large print, seating
the child in the front of the class, and making the classroom accessible
for the child with a movement disability. Integrate positive ideas about
disabilities into classwork, children’s play and other activities.
- Sensitise parents, families, and caregivers
about the special
needs of children with disabilities. Speak to parents in meetings
as well as on a one-to-one basis.
- Teach frustrated parents simple ways to deal with and manage
their child's needs,
and help them to have patience to prevent abuse
of the disabled child.
- Guide siblings and other family members in lessening the pain
and frustration of parents of children with disabilities by being helpful.
- Actively involve parents of young children with disabilities as
full team members
in planning school and after school activities.
