Special education teachers face a unique set of challenges, and so do the parents of special needs students. Keep reading to learn some practical tips for making your life as a special needs teacher or parent easier. They say that teaching is a thankless job – not only are teachers underpaid, but many of them dedicate countless hours of their free time to do extra work for their students. Being a teacher, in general, can be very difficult, but being a special needs teacher comes with its own unique set of challenges. Whether you are a special needs teacher or the parent of a special needs child, keep reading to learn some helpful tips for making the most of your child’s education.

What are the Challenges of Working with Special Needs Students?

Compared to most other professions, the burn-out rate for special needs teachers is extremely high – approximately 50% of special education teachers leave their jobs within just 5 years. Teaching is a difficult and stressful career in and of itself, but special education adds an extra layer of difficulty. Some of the biggest challenges of working with special needs students are as follows:

  • Lack of parental support. You can pour your heart and soul into your efforts as a special education teacher but if the child’s parents are not on board, all of that work could be for nothing. Having a positive relationship with the parents of your students is essential.
  • Lack of appreciation. Teachers do not teach because it is a prestigious or high-paying career – they do it for love of the students. Still, a little appreciation goes a long way, especially in a challenging and stressful field like special education.
  • Too much paperwork. Every special needs child needs an Individual Education Plan (or IEP) and each one can easily reach 10 to 20 pages long. Not only do these plans take time to develop, but there is a lot of documentation that needs to take place. This is all on top of your regular teaching duties which include curriculum planning, progress reports, lesson planning, and more.
  • Scheduling challenges. Many special needs students have special schedules for their school day depending on which classes they are able to take and taking into account their needs for additional services like occupational or speech therapy.
  • Working with other teachers. As a special education teacher, you have to develop your own curriculum for your students, but you also need to know the general education curriculum so you can work with your students to help them with their regular classes. Collaborating with other teachers can be very difficult, especially if they do not understand the challenges of special education.
  • Too much documentation. In addition to developing each student’s IEP, you also need to collect data and provide evidence of student growth. If you claim that your student is struggling in a particular area, you need hard data to back up that claim and then you need to develop a plan for improvement.

Every situation is different so, as a special needs teacher, you may struggle with some of these challenges more than others. To help make your job as a special education teacher easier – and to ensure that your special needs students get the help they need – follow the parenting and teaching tips provided in the next two sections. This video discusses teaching students with special needs.

Teaching Tips for Students with Special Needs

Each and every special needs child is an individual so your teaching style will be dictated by the unique challenges each child faces. To help you succeed in teaching special needs students in general, however, you should consider the following five teaching tips:

  • Keep your classroom organized. Structure is very important for special needs students and it can be very helpful for you as a special education teacher. Whether you have one student to keep track of or twenty, sticking to a daily routine as much as possible will help both you and your students. Keeping your classroom organized will also help to minimize stress and distractions.
  • Remember that each child is an individual. Every special needs student is unique so try to get to know your students as individuals instead of identifying them by their diagnosis. As a special education teacher you may be responsible for developing IEPS – not only are these a federal requirement, but they can be a helpful tool for you and the child’s parents to come together to create an education plan that works for everyone.
  • Give your students opportunities for success. Maintaining a positive outlook is incredibly important in a field as challenging as special education. Some days will be harder than others and some students will progress more slowly than others. Encourage your students to work hard and to improve by offering opportunities for small successes and then celebrate those successes.
  • Create a support network. As a special education teacher, you will need to be able to work with your students’ general education teachers as well as his therapists and parents. The more you communicate with everyone, the easier things will be and the more your student will benefit.
  • Keep things simple. When it comes to teaching special needs students, it is important to break down tasks into small, manageable steps – you should also keep projects short and sweet. The more complicated you make things, the more likely your students are to become confused or frustrated and that adds to the challenges you are already facing.

This video offers five tips for special education teachers.

Tips for Parents of Special Needs Children

Even if you are not responsible for your child’s education, there are still things you can do as the parent of a special needs child to make things easier on your child’s teacher and to ensure that your child gets a quality education. Below you will find five helpful tips for parenting a special needs child:

  • Manage your expectations. Even if your child has a specific diagnosis, he is still an individual and you cannot expect him or his behavior to fit neatly in a box. Take into account the reports you get from your child’s teacher and do your part in pushing your child to succeed, just don’t push too hard.
  • Celebrate small accomplishments. For some special needs students, every day is a struggle and improvements may not come easily. The more you learn about your child’s individual challenges, the better you will be able to identify small successes and, when they happen, they are worth celebrating!
  • Partner with your child’s teacher. In order for your special needs child to get the education he needs, you need to partner with his teacher to bridge the gap between home life and school life. Study your child’s IEP so you understand what is happening while your child is at school and ask his teacher what you can do to support his education at home.
  • Stick to a daily routine. For many special needs children, sticking to a predictable daily routine is a great way to reduce stress and to minimize challenges. If you stick to a daily routine, that is one less thing you have to worry about.
  • Take care of yourself. Being the parent of a special needs child can be exhausting and you won’t do your child any good if you don’t take care of yourself. Be there for your child when he needs it, but don’t forget to take a little time for yourself each day.

This video offers suggestions on how to teach students with special needs. Whether you are a special education teacher or the parent of a special needs child, you will face an endless array of challenges throughout the course of the child’s educational career. Being realistic about these challenges and preparing yourself for them will make your life infinitely easier and it will benefit your special needs student as well. Source: Public School Review Feb 10 2021 In the United States, special education is free in the public education system, thanks to the Individuals with Disabilities Education Act (IDEA). Special education ensures students with learning disabilities receive specialized instruction designed to meet their unique learning needs. That way, they too get an opportunity to reach their full academic potential. For students with special needs, inclusion means everything because they thrive in the presence of their peers. How? Through their interactions. Students who receive special education can forge friendships where they learn positive behaviors. This is where we come in. At Positive Action, we recognize the unique value of each person. With that in mind, we equip students with special needs with the essential skills needed to integrate into mainstream classrooms. “I am very grateful for these lessons. They fulfill a need that so many children are lacking in the educational process today.”
— Linda Davis, 2nd Grade Teacher, Davis Elementary

What Is the Purpose of Special Education?

Special education is an intentional intervention designed to mitigate the challenges that keep students with learning disabilities from understanding concepts. The three types of special education interventions are:

  • Preventive Interventions: This form of special education aims to either stop something from happening or reduce a condition that has been identified. For instance, preventing manic episodes in students with bipolar disorder by maintaining a specific schedule.
  • Remedial Interventions: The main goal here is to eliminate the effects of a disability by equipping students with the skills that allow them to function on their own successfully. For instance, teaching students with Attention Deficit Hyperactivity Disorder (ADHD) to develop an entry point into activities, improving their level of task initiation.
  • Compensatory Interventions: This entails providing students with learning disabilities a special device that non-disabled children do not need. For instance, giving a child with autism a phonetic spelling software designed to automatically convert the student’s typing into the word they intended to write.

How to Adapt Your Teaching Strategies for Students With Special Needs

Ready Students for Upcoming Lessons

  • Discuss and establish learning expectations. Let students know what they’ll learn during the lesson and how much time they’ll need for each activity. For instance, “Today we’ll read about Paul Bunyan and identify new vocabulary words in the story.”
  • Discuss and establish behavioral expectations. Describe how students are expected to behave during the lesson. For example, “Talk quietly to your neighbors during seatwork;” or “Raise your hand if you need anything from me.
  • Provide the schedule in advance. Summarize your lesson plan so everyone is on the same page. Inform the students that after you review the previous lesson, you’ll break into group work, followed by personal reading time.
  • Be very clear on the materials needed for the lesson. For example, specify that students will need their crayons, scissors, and colored paper for an art project.

Conducting Effective Lessons

Review the Previous Lesson

If you covered how to regroup in subtraction in the last lesson, review several problems before jumping into the current lesson. Emphasize key points by using worksheets to highlight keywords in the instructions for students with special needs to focus on. If you’re unable to highlight before the lesson, simply underline keywords as you and the students go through the instructions together. During reading sessions, get students to note down key sentences on a separate piece of paper before asking for a summary of the entire book. In math problem statements, show students how to underline the important facts and operations; if Mary has two apples and John has three, underline “two,” and “three.”

Help the Student Participate During the Lesson

Agree on special cues for students with special needs to help them stay focused and prepare to answer questions when called upon. It could be something as simple as a light pat on the back or a sticky note on their desk. Don’t rush your student with special needs. Try to ask them probing questions only after they’ve had enough time to solve an equation. Wait at least 15 seconds before giving the answer or picking another student, then ask follow-up questions so that students can demonstrate their understanding. Steer clear of sarcasm and criticism — this brings attention to differences between students with learning disabilities and their classmates. Utilize a variety of audiovisual materials to present academic lessons. For example, when teaching students how to solve fractions, you can use a wooden apple divided into quarters and a pear divided into halves.

Help Students Focus

As the lesson proceeds, share gentle reminders with students to keep working on their assigned tasks. At this point, you can also remind students of the behavioral expectations you set at the beginning of the lesson. Break down assignments into smaller, less complex tasks. For example, allow students to complete five math problems before presenting them with the remaining five problems. Implement group work as a way for students to maximize their own and each other’s learning abilities. Think-Pair-Share is an excellent tool to get you started:

  • Ask students to reflect on a topic for a few minutes.
  • Request they partner up and discuss their thoughts.
  • Get everyone to engage and share ideas as a collective.

Also, keep an eye out for difficulty in reading comprehension or daydreaming. Provide these students with extra explanations, or request a classmate to serve as a peer tutor for the lesson.

Check Student Performance

Question individual students with special needs to gauge their mastery of the lesson’s content. For example, as students do their seatwork (i.e., lessons completed by students at their desks in the classroom), ask them to:

  • Demonstrate the formula they used to arrive at the answer to a math problem.
  • Share their own thoughts on how the main character of a story felt in a specific chapter.

Use these moments to help students with special needs correct their own mistakes, such as sharing tips on checking calculations for math problems and avoiding spelling errors. Avoid high pressure and timed tests when it comes to students with special needs. These situations don’t allow them to demonstrate the full scope of their knowledge due to their potential time blindness. More time to complete quizzes means minimal test anxiety.

Provide Follow-Up Directions

  • After instructing the entire class, provide additional oral directions for a student with special needs. For instance, ask them whether they understood the directions and repeat them together.
  • Provide follow-up directions in writing. For example, write the page number and details for an assignment on the chalkboard, then remind the student to look at the chalkboard if they forget the assignment.

Concluding Lessons

  • Let students know when the lesson is about to end, preferably 5 or 10 minutes beforehand.
  • Go over assignments with students to gauge their understanding and offer pointers on how to prepare for the next lesson.
  • Let students know what to expect in the next lesson. For example, instruct them to put away their textbooks and prepare for a group selling session in front of the class.

“The behavior management and classroom management is embedded into every piece of the class down to the tables, down to the chairs, down to the rewards, down to the visuals when they walk in, to the slideshow on the board. Everything.”
— Braelan Martin, Kindergarten 1st and 2nd Grade Special Ed Teacher Sounds like a lot? Well, you don’t have to go it alone.

All the Help You Need

Positive Action provides a research-based SPED curriculum that works with students who receive special education of all types, including:

  • Autism
  • Down syndrome
  • Learning disabilities
  • Emotional disturbance
  • Physical and intellectual disabilities

What do we do? We assess their special education needs then collaborate with educators to create Individualized Education Plans. It doesn’t stop there. We also provide tools that keep the students engaged and organized during lessons. The tools include:

  • A Positive Action committee handbook
  • Surveys
  • Calendars
  • Templates for meeting logs and agendas
  • Behavior management forms
  • “Dear Parents” letters so that educators can clearly and directly communicate with parents

We believe special needs students require wholesome support, so we also specialize in promoting partnerships between educators, families, and the community the large. “Positive Action is a good curriculum, and we tied it in with our PBIS. It really helped in making this a safe school where academics and behavior work together so that everybody can learn.”
— From a Principal in Robeson County, North Carolina cta-webinar-request male teacher working special needs child Ask any teacher and they’ll tell you working with special education students can be challenging. There’s paperwork, varying workloads and, some would say, an under-appreciation from others for the difficult work they do. We asked experts who are experienced in teaching students with special needs to provide a little insight into their daily duties so you have a better understanding of what it takes to succeed in this specialized branch of educational instruction.

What you should know about working with children with special needs

When considering any career path, it helps to have a behind-the-scenes look at the road ahead. Consider this expert insight your test drive to know if you have what it takes to work with special needs students.

1. It will be stressful

Stress is unavoidable in most teaching jobs but particularly so when teaching special education students—no matter how talented you are as an instructor. Students with special needs often require more attention than students without special needs to ensure they’re making progress, so teachers are susceptible to being spread too thin. Also looming large as a source of stress is the potential for a student “meltdown.” Former special education teacher Jeaninne Escallier wishes an experienced teacher would have shown her the most effective ways to handle these situations before she faced one on her own. “Emotionally disturbed students sometimes lash out at the teacher and other students.” Escallier says it’s important for special education teachers and administrators to make sure there’s enough coverage for each student in their class to help prevent dangerous situations. In addition to having enough help on hand, you need to be able to remain calm to keep things from getting out of control. “Many autistic children express their desires by screaming,” Escallier says. “Adults must remain calm and always in control to make the children feel safe and loved.”

2. You’ll wear multiple hats

“A special education teacher is more than a classroom teacher,” Escallier says. “He or she is a community advocate and liaison for services that will make that child successful in life, not just in school.” Your job title might read “special education teacher,” but there are plenty of unofficial duties that come with the job. Not only are you a teacher, but you’ll become an advocate, a coordinator and a counselor. Educational therapist Erin Smilkstein says counseling and communicating with the parents of children with special needs is a huge part of the job. Parents, unlike special education teachers, have no specialized training and may lean on your expertise. “I counsel parents a lot,” Smilkstein says. “I sit with them and guide them through the process of how to talk and work with their children—sometimes I say I am more of a parent support than a teacher.”

3. Salary information

Life as a preschool special education teacher can be demanding, but they are compensated at a higher rate than other preschool teachers. The Bureau of Labor Statistics (BLS) reports that in 2017, the median annual salary for preschool special education teachers was $53,640.1 Compare that to the $28,790 median annual salary the BLS reports for preschool teachers, and it’s clear a premium is typically placed on education professionals with the specialized training needed for teaching students with special needs.2

4. Paperwork isn’t optional

Grading assignments and tracking scores is something that goes hand in hand with teaching. When it comes to working as a special education teacher, it’s important to know that you will most likely have more paperwork than teachers of traditional students. Individualized Education Plans (IEPs) for students with special needs mean you will likely spend a considerable amount of time filling out paperwork that measures student progress. Escallier says the most challenging part of her time as a special education teacher was finding a balance between her work and her private life, especially with the added “homework.” “I worked late nights and all weekend on these [IEPs] because I still had to teach and maintain classroom control during teaching hours,” Escallier says. While these individualized plans will require additional work, it’s important to remember their purpose. Special needs students can’t be expected to learn and progress at a uniform pace; these plans help set and track learning goals and objectives that are appropriate for each student’s needs.

5. Employment of special education professionals remains steady

Demand for teachers in general isn’t particularly volatile—barring large changes to government policy, employment opportunities should stay on a steady course. The BLS projects an eight percent growth in employment for K-12 special education teachers by 2026, which is just slightly above the seven percent national average projected growth in employment for all occupations.2 It’s worth noting that preschool special education teachers are an exception, with employment growth projected to increase 11 percent through 2026.2

6. There is no “typical” student

Part of the challenge of being a special education teacher is managing the wide variety of students and their capabilities. For instance, a child who is nonverbal needs an entirely different approach to education than a student with Attention-Deficit/Hyperactivity Disorder (ADHD). This requires teachers to be flexible in their teaching styles while keeping realistic the expectations they have for students. Smilkstein says many people assume students in special education classes just have emotional or behavioral problems and write off their potential or ability to learn. The key for Smilkstein is to keep everything in perspective. “[These] kids work as hard as they can, but they will also protect themselves from pain,” she says. “That can often look like they have behavioral problems or unwillingness to work when they fear another failure is going to happen.”

7. Having fun is crucial

“The emotional component of learning for a student with special needs is so important to address,” says Smilkstein. “You’ll find you accomplish more when you set out acknowledging that education needs to be a good experience for the child.” In all likelihood, you’ve had to slog through a dull class or two in your lifetime. Boredom saps the energy out of a classroom and can be a real detriment to student learning. It’s important for teachers to embrace fun in their lessons—besides, how many jobs really encourage being a little goofy? Smilkstein says that even though people might think of her job as serious, intensive work, she plays and laughs with students multiple times a day.

8. It can be an uphill battle

Simply put, it takes skill and plenty of patience to explain a concept to a child—whether they have special needs or not! Both students and teachers will have to deal with the frustration of not grasping an elusive concept, but Smilkstein says it’s important to embrace the challenge. “Something that is very helpful to keep in mind is that kids are trying to do their best,” says Smilkstein. “As much as you may find yourself creating labels like ‘He’s lazy’ or ‘She’s impossible,’ you need to continue to look at yourself as the key problem solver, with learning as the puzzle.”

9. It’s all worth it

“There is nothing more satisfying than watching a child learn something new and the way it changes their self-esteem and confidence,” Escallier says. Don’t let the frustration and stress that comes with being a special education teacher fool you into thinking it’s all bad—there are plenty of rewarding moments as well. Smilkstein says the most rewarding part of her job are the moments when pupils make a breakthrough. These breakthrough moments are especially sweet for both teachers and students as they know firsthand the hard work and heartache that went into the achievement. The reward of the job isn’t strictly coming from the satisfaction of your students, either. Parents of children with special needs have certainly had times of feeling overwhelmed and know how hard-earned progress can be. Because of that, you can expect to receive some truly heartfelt praise and gratitude. “The most rewarding part of my time in special education was getting children into the right programs for their needs,” Escallier says. “So many parents have called me their savior because I never gave up on their child until they got the care they needed.”

The bottom line

Teaching special needs students is no picnic—stress and paperwork can make even the most cheerful people grumble a bit—but there are plenty of moments that make the job very rewarding. It’s important for would-be special education teachers to be fully committed to their work as this is not a career that lends itself to a halfhearted effort. Here’s the good news—if you have the right attitude and are willing to put in the work, you are well on your way to working in this demanding but gratifying career. If working with children with special needs appeals to you, you’ll want to check out the Rasmussen College Early Childhood Education Associate’s degree program—which features a Special Needs specialization designed to equip you with the skills needed to effectively work with these students. 1Bureau of Labor Statistics, U.S. Department of Labor, Occupational Employment Statistics, Occupational Employment and Wages, May 2017, [information accessed January 29, 2019] https://www.bls.gov/oes/2017/may/oes252051.htm. Information represents national, averaged data for the occupations listed and includes workers at all levels of education and experience. Employment conditions in your area may vary.
2Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, [information accessed January 29, 2019] https://www.bls.gov/ooh/. Information represents national, averaged data for the occupations listed and includes workers at all levels of education and experience. Employment conditions in your area may vary. *Graduates of Early Childhood Education programs at Rasmussen College are not eligible for licensure as a teacher in an elementary or secondary school. A Bachelor’s degree and a state teaching license are typically required to work as a teacher in public and private school settings.
EDITOR’S NOTE: This article was originally published in June 2015. It has since been updated. Insights from Escallier and Smilkstein remain from the original article. Prepare to teach the students with special needs you may have in your classroom using these suggestions and guidelines for accommodating and modifying your lessons to meet the needs of everyone. New teachers will find this resource particularly valuable. Includes examples of traits various types of special needs students may exhibit along with strategies to help your special needs students be successful. Page 1 of 2

Teaching Students with Special Needs

It is inevitable that you will have the opportunity (and pleasure) of working with special needs students in your classroom. You may need to make accommodations for some and modifications for others. Providing for the needs of special education students will certainly be one of your greatest challenges as a professional educator. Consider these tips and strategies.


When working with special needs students, two terms you are sure to encounter are accommodation and modification. An accommodation is a device, material, or support process that will enable a student to accomplish a task more efficiently. Modification refers to changes to the instructional outcomes; a change or decrease in the course content or outcome.

Students with Learning Disabilities

Learning disabled students are those who demonstrate a significant discrepancy, which is not the result of some other handicap, between academic achievement and intellectual abilities in one or more of the areas of oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, mathematics reasoning, or spelling. Following is a list of some of the common indicators of learning disabled students. These traits are usually not isolated ones; rather, they appear in varying degrees and amounts in most learning disabled students. A learning disabled student …

  • Has poor auditory memory—both short term and long term.
  • Has a low tolerance level and a high frustration level.
  • Has a weak or poor self-esteem.
  • Is easily distractible.
  • Finds it difficult, if not impossible, to stay on task for extended periods of time.
  • Is spontaneous in expression; often cannot control emotions.
  • Is easily confused.
  • Is verbally demanding.
  • Has some difficulty in working with others in small or large group settings.
  • Has difficulty in following complicated directions or remembering directions for extended periods of time.
  • Has coordination problems with both large and small muscle groups.
  • Has inflexibility of thought; is difficult to persuade otherwise.
  • Has poor handwriting skills.
  • Has a poor concept of time.

Teaching learning disabled youngsters will present you with some unique and distinctive challenges. Not only will these students demand more of your time and patience; so, too, will they require specialized instructional strategies in a structured environment that supports and enhances their learning potential. It is important to remember that learning disabled students are not students who are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their distinctive learning abilities. Use these appropriate strategies with learning disabled students:

  • Provide oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
  • Provide learning disabled students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.
  • Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned.
  • Make activities concise and short, whenever possible. Long, drawn-out projects are particularly frustrating for a learning disabled child.
  • Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
  • Learning disabled students need and should get lots of specific praise. Instead of just saying, “You did well,” or “I like your work,” be sure you provide specific praising comments that link the activity directly with the recognition; for example, “I was particularly pleased by the way in which you organized the rock collection for Karin and Miranda.”
  • When necessary, plan to repeat instructions or offer information in both written and verbal formats. Again, it is vitally necessary that learning disabled children utilize as many of their sensory modalities as possible.
  • Encourage cooperative learning activities (see Teaching with Cooperative Learning) when possible. Invite students of varying abilities to work together on a specific project or toward a common goal. Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
It’s Elementary

Offer learning disabled students a multisensory approach to learning. Take advantage of all the senses in helping these students enjoy, appreciate, and learn. For additional information on teaching learning disabled students, contact the Learning Disabilities Association of America at 4156 Library Road, Pittsburgh, PA 15234; 412-341-1515; www.ldanatl.org.

Students Who Have Higher Ability

Students of high ability, often referred to as gifted students, present a unique challenge to teachers. They are often the first ones done with an assignment or those who continually ask for more creative and interesting work. They need exciting activities and energizing projects that offer a creative curriculum within the framework of the regular classroom program.

Characteristics of Gifted Students

Gifted students exhibit several common characteristics, as outlined in the following list. As in the case of learning disabled students, giftedness usually means a combination of factors in varying degrees and amounts. A gifted student …

  • Has a high level of curiosity.
  • Has a well-developed imagination.
  • Often gives uncommon responses to common queries.
  • Can remember and retain a great deal of information.
  • Can not only pose original solutions to common problems but can also pose original problems, too.
  • Has the ability to concentrate on a problem or issue for extended periods of time.
  • Is capable of comprehending complex concepts.
  • Is well organized.
  • Is excited about learning new facts and concepts.
  • Is often an independent learner.

Teaching Gifted Students

If there’s one constant about gifted students it’s the fact that they’re full of questions (and full of answers). They’re also imbued with a sense of inquisitiveness. Providing for their instructional needs is not an easy task and will certainly extend you to the full limits of your own creativity and inventiveness. Keep some of these instructional strategies in mind:

  • Allow gifted students to design and follow through on self-initiated projects. Have them pursue questions of their own choosing.
  • Provide gifted students with lots of open-ended activities—activities for which there are no right or wrong answers or any preconceived notions.
  • Keep the emphasis on divergent thinking—helping gifted students focus on many possibilities rather than any set of predetermined answers.
  • Provide opportunities for gifted youngsters to engage in active problem-solving. Be sure the problems assigned are not those for which you have already established appropriate answers but rather those that will allow gifted students to arrive at their own conclusions.
  • Encourage gifted students to take on leadership roles that enhance portions of the classroom program (Note: gifted students are often socially immature.)
  • Provide numerous opportunities for gifted students to read extensively about subjects that interest them. Work closely with the school librarian and public librarian to select and provide trade books in keeping with students’ interests.
  • Provide numerous long-term and ex-tended activities that allow gifted students the opportunity to engage in a learning project over an extended period of time.

To obtain additional information on teaching gifted students, contact the National Association for Gifted Children at 1707 L Street N.W., Suite 550, Washington, D.C. 20036; 202-785-4268; www.nagc.org.

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