• Tips for working with special education students
     
    Special education students may require different methods, strategies, or interventions than their non-disabled peers do.  Here are some suggested tips that may benefit you and your student at home:
     
     
    Use encouragement (“you”) more than praise (“I”). 
    Encouragement contributes to the student’s self-esteem and motivation.  It helps students develop an appreciation of their own behaviors and achievements and contributes to intrinsic motivation.  EX: “I see how hard you are working”, “You must feel so proud of yourself”, “You CAN do it!”, “You used a lot of detail in your writing”, “You did that all by yourself”, “That was a tough problem, but you kept working at it.”
     
    Praise lets students know they are working for/towards your approval.  While praise has its place, encouragement is generally more effective on an emotional and motivational level.  EX: “I like your picture”, “That makes me so happy”, “I like what you wrote”, “What a good girl you are for helping!”, “I’m pleased with your behavior”
     
     
    Allow think time.
    Some students need time to process what was said to them.  At times these students may appear inattentive or willful.  Allow 3-5 seconds after a direction; repeat the direction, but also try using a difference sentence.
     
     
    Be thoughtful about correcting errors.
    Special education students may feel less successful than their non-disabled peers, may perceive an increased experience of negativity or criticism, and may show less motivation (for a variety of reasons) than their non-disabled peers.  “Let’s see if we can find a different way to solve that problem” sends a more positive and accepting statement to a struggling student.  Avoid a generic “look at that problem again”, as it does not offer a student an idea of what was wrong; ideas may be “check your punctuation”, “check your spelling”, “check your operation”, “add another adjective”.  Highlight a student’s good – or expected – outcome (“you’re showing accurate spelling”). 
     
     
    Use more “how” and less “why”.
    “Why” questions can be especially difficult for students with learning compromises.  A student may be able to elaborate more or engage in critical thinking when asked “tell me more about that” (instead of “why do you think that?”), or “show me how you got that answer” (instead of “why is this wrong?”). 
     
     
    Accentuate the positive, minimize the negative.
    When possible, ignore minor infractions and accept lack of immediate cooperation, which may lessen negotiating and drama.  Strategies such as naming emotions (“I see you are feeling frustrated, I will help you”), or using When-Then statements (“When you complete this task, then you can take a walking break”) may help navigate difficult situations.
     
     
    Movement can help a student refocus. 
    Many of our special needs students benefit from getting up and moving for a short time.  A change of scenery, a walk to the kitchen, or a structured stretch can offer incredible benefits.  Maybe standing and writing keeps the student engaged.  Numerous studies have shown that children actually need to move to focus during a complicated mental task.  Students (especially those with ADHD) fidget more when a task requires them to store and process information rather than just hold it. This is why students are often restless while doing math or reading, but not while watching a movie.
     
     
    Behavior plans in school may also benefit a student at home
    If a student in school is using a behavior plan, ask your case manager about developing a similar program at home to support behaviors in that setting.  Continuity and consistency are keys to success!
     
     
     Bring learning to life
    Students respond, and learn more effectively, when the material is made relevant to them.  At home, bring reading to life by participating in the reading or by talking about the book in ways the student can connect to it.  Talk through math problems in ways the student can relate to his/her own life.  By asking your child to read you the time, or count your change, read a menu, or do other real-life examples of learning, you are enhancing the student's generalization of skills.  
     
     
    Provide predictability.
    Students may feel more secure and independent when they know what is coming next, what outcome you are expecting, or the way an event will occur.  Other students require this level of structure to maintain emotional and behavioral control.