26 Communication Strategies for Children with Special Needs

 In the course of making research about  children with special needs , i have been able to come up with  some pointers for communicating with students who have intellectual, visual, physical, or hearing disabilities. I will like to share these tips not only to special education teachers, but also to parents and the general public.

It is interesting to note the line of thought when using the word "challenges" instead of "disabilities" from the perspective of inclusion (which preaches the appreciation of difference: we are all different).

They use the terms "intellectual challenges" or "visual challenges" instead of "intellectual impairment" or "visual impairment". This interpretation is superb. We all face challenges, roadblocks, difficulties, and barriers. That is what distinguishes us as humans.

The translation is as follows:

When describing a child with special needs, remember to include the child's personality before the disability. Say "a child with a learning disability " rather than "an autistic person with a learning disability ".

Children with Intellectual Disabilities

• Speak to children in simple, but not childish, terms.

• Give clear and precise instructions.

• Remain calm and prepared to rescind your order in a variety of ways.

• Use concrete examples frequently.

• To ensure that a child understands your message, ask them to repeat it quietly.

Children with Visual Impairments

• Speak and behave normally. Avoid using terms that imply vision, such as "Look, I'll show you how it's done".

• Avoid using words like "here" and "there" in your references. These are ineffective references for a blind child.

• Respond to questions verbally. Head and hand movements will be undetected. Make use of your words.

    Furthermore, before using a figurative phrase, ensure that the child understands the meaning in context.

• Do not raise your voice volume (unless you know from a medical history that it will help with a hearing problem). When speaking, avoid long pauses.

• Provide a structured routine for the child. Avoid doing things for the child, even if it takes longer than it would for other children.

• Always inform the child of your location: tell them where you are in relation to them and when you are leaving.

Children with Hearing Impairments

• Speak clearly at your normal rate and tones, articulating carefully but not excessively.

• Before you begin speaking, make sure you have the child's full attention. Use gestures, facial expressions, actions, and pictures to help the child understand and gradually acquire language.

• Check in frequently to ensure that the child understands. If she didn't get your message, rephrase it rather than simply repeating it.

•Delays in language development and difficulty speaking can result from hearing loss. You might have trouble understanding a child who has been deaf since birth. You should not be afraid to ask her to repeat herself. Your enthusiasm and encouragement will serve as motivation for future success.

• Rather than speaking for the child, allow the child ample opportunity to express himself.

• To avoid prejudice, discuss hearing impairment openly with your classmates, and let them learn about hearing aids if necessary.

•Make certain that the other kids speak calmly, clearly, and one at a time.

Children with Physical Disabilities

• Encourage children to express their own thoughts and emotions.

• Encourage children to learn appropriate environmental behaviors.

• Discuss the difficulties with the child. Encourage her to explain to the other children how he copes with his disability and his future plans.

• Allow the child to take care of himself to the greatest extent possible.

• Whenever possible, give the child a say in decisions that affect him.

• Talk about general physical challenges with all of the kids. As a result, the disabled child will not feel isolated.

• Encourage the child to make their own adaptations to make the best use of the available materials and resources.

• Assist children in focusing their efforts and directing their energies toward realistic, attainable goals.