Awareness of Students with Diverse Learning Needs,
What the Teacher Needs to Know, Volume 1

Classroom Strategies

• Meet with the parents and the child as early as possible in the school year to determine individual needs. Student records should reveal special programming in previous years/placements.
• Work with other professionals as a team to help the student lead a productive life. Include parents, health-care professionals, occupational and physical therapists, speech, sight and hearing specialists and para-professionals.
• Determine specific learning requirements on the basis of an up-to-date educational assessment.
• Develop an Individual Education Plan (IEP) if necessary to meet the child's needs.
• Encourage the student to complete assignments, even if extra time is necessary. A feeling of accomplishment will do much to enhance self-esteem.
• Be familiar with specialized equipment, such as adapted typewriters, pencil holders, book holders, page turners, word boards or special desks.
• Remind the student to take any prescribed medication. Arrange for any required assistance.
• Talk to students about cerebral palsy, and if the child is comfortable with the situation, have the child or parent explain any adaptive needs. Encourage other students to find out how they can assist and when they should assist.
• Expect acceptable and appropriate behaviour. Students with disabilities are accountable for their behaviours in the classroom.
• If necessary, schedule bathroom breaks for the child who needs assistance (from a para-professional) just before class breaks.
• For special activities scheduled outside the school, ensure that appropriate arrangements are made so the student can participate.
• Orient the child to the school, especially ramps, bathrooms with modifications and access to elevators.
• Assist the student to form and maintain meaningful interpersonal relationships. A sense of acceptance is important to all students of all ages.
• Talk about and assist with the development of social skills.
• Encourage communication to prevent isolation. This may mean early recognition of alternative means of communication if the child has a speech or hearing loss. Patience and understanding in listening will help build communication skills.
• Encourage the student to participate in as many classroom activities as possible, depending on the extent of the cerebral palsy. Some students will need a modified form of the curriculum in some or all subject areas.