Do’s

Don’t’s

Do seat the child in a place where he or she can see and hear you clearly, and where you can see how he is getting on.

Also don’t seat him or her so close that the child feels awkward.

Do try to get the attention of the whole class before speaking. Make especially sure that the child with disabilities is listening, and that he or she hears and understands your message. Always check that he has understood.

Don’t give out instructions and information without ensuring that the child is attending and listening.

Do give the child guidance with difficult activities. Do give him or her help if the child is having problem.

Don’t ignore the child when you see she is having difficulties. But also don’t take over the activity and do it all for him.

Do have patience when the child is taking a long time to do or say something.

Don’t rush a child or show impatience when he is taking time over a response or an activity.

Do include the child in many activities as possible. Find special activities that she can do.

Don’t exclude a child from activities just because he is disabled.

Do ask questions in such a way that children with disabilities can respond.

Don’t ask questions in such a way that a child has no way of responding, even when she knows the answer.

Do demand the same standard of behaviour from all the children in the class.

Don’t treat child with disabilities more leniently than the other children. If he or she misbehaves, discipline the child as you would another child.

Do treat the child as much like the other children as you can.

Don’t draw attention to the child’s disability.