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

Classroom Strategies

• Meet with the student and the parents early in the school year to help determine the student's individual needs.
• From this meeting and from previous school records, assess the need for an individual education program and develop an IEP if required.
• Work as a member of a team to help the student lead a productive life. Include parents, para-professionals, health care professionals and possibly peers.
• Talk to the class about muscular dystrophy, and if the student is comfortable with the situation, have the student or parents explain any specific needs. Encourage other students to find out how they can assist and when they should assist.
• If necessary, schedule bathroom breaks for the student who needs assistance, from a para-professional, just before class breaks.
• Encourage the student to remain as active as possible, to keep healthy muscles in condition as long as possible. Inactivity contributes to loss of muscle action.
• Try different strategies: use computers, handout, tapes, overheads, to allow the student to keep pace with the rest of the class.
• Orient the student to elevators and ramps, if necessary.
• In consultation with a physiotherapist, encourage as much physical activity as possible, not only for muscle therapy but also to foster social relationships. This gives the student a break from the seated position. Standing for two to four hours per day may have both physiological and psychological benefits.
• Be alert for signs of withdrawal and depression. The student may feel less a part of the class as the condition progresses.
• Build self-confidence by encouraging active participation in classroom activities. Some subject areas such as physical education, science or industrial education may need certain modifications or alternative assignments.
• Allow time to finish assignments and exams. Even if extra time is necessary, completing a task will do much to develop the feeling of self-confidence.
• Ensure appropriate seating - this may be near the board, near the front, near the door or at a table suitable for a wheelchair.
• Expect group participation in cooperative learning groups to overcome specific difficulties in subject areas.
• Ensure an exchange of information between the home and the school for mutual understanding and consistency of expectations.