To the greatest extent possible, use the same routines and procedures for the student with intellectual disabilities as for the rest of the class. This will minimize the special or different status of the student. For example, provide students with homework activities, report cards or special assignments at the same time.

Explain to the class about necessary adaptations or modifications, why they are being used, and how peers can help. They can be helped to develop appropriate responses to the student's behaviour. The class should be familiarized with the student's needs, such as:

• using short, simple directions and many opportunities for practice.
• using different materials.
• providing opportunities to work on two or three short activities if the student has difficulty staying on task for long periods.
• providing more time to finish tasks.
• adapting different way of marking because the student is working on individual goals.
• adhering to predictable routines and limiting distractions.
• establishing some routines just for the student with special needs.
• giving advance notice of changes in routines, if possible. Recognize that there will be times of the year when daily routines tend to fall apart, and that this may be particularly disturbing for the student with special needs.