Although no formal definition exists, gifted students
can be described as having above average ability, task
commitment, and creativity. They rank in the top 5 percent
of their classes. They are usually capable of divergent
thinking. Students in your class who consistently finish
work more quickly than others and who have above average
ability, task commitment, and creativity may be considered
- Emphasize concepts, theories, relationships, ideas,
- Let students express themselves in a variety of ways,
including drawing, creative writing, or acting.
- Make arrangements for gifted students to work on independent
- Make arrangements for gifted students to take selected
- Encourage gifted students to take on a wide variety
of enrichment and independent practice activities that
will put them in contact with people in the "real
world" and allow them to observe the daily practices
that lead to success.
Second Language Learners
Some students speak English as a second language, or not
at all. The customs and behavior of people in the majority
culture may be confusing for some of these students. Cultural
values may inhibit some of these students from full participation
in the classroom.
- Remember that students' ability to speak English does
not reflect their academic ability.
- Try to incorporate students' cultural experiences
into your instruction. The help of a bilingual aide
may be effective.
- Include information about different cultures in your
curriculum to help build students' self-image.
- Avoid cultural stereotypes.
- Encourage students to share their cultures in the
- If your class includes any second language learners,
provide outlines of lecture notes or planned classroom
discussion topics in advance to give second language
learners the opportunity to review materials later at
a slower pace or to look up unfamiliar vocabulary.
- When discussing numbers, speak slowly and clearly
and write the numbers under discussion on the board
along with the signs indicating the operations being
- In regular classroom activities, allow sufficient
time for second language learners to answer verbal questions.
- Pair second language learners with native speakers
for verbal exercises when appropriate.
- Give extra attention to second language learners when
discussing telephone skills and interviewing techniques,
as these topics can be intimidating for students who
feel uncertain about using English.
Students With Behavioral Disorders
Students with behavior disorders deviate from standards
or expectations of behavior and impair the functioning
of others and themselves. These children may also be gifted
or have a learning disability.
- Work for long-term improvement; do not expect immediate
- Talk with students about their strengths and weaknesses,
and clearly outline objectives.
- Structure schedules, rules, room arrangement, and
safety for a conducive learning environment.
- Experiment to determine the best learning modality
for each student, and structure activities accordingly.
- Model appropriate behavior for students and reinforce
- Use enrichment materials that capitalize on their
Students with Learning Disabilities
All students with learning disabilities have problems
in one or more areas, such as academic learning, language,
perception, social-emotional adjustment, memory, or ability
to pay attention. In general, students with learning disabilities
require more support and structure and benefit from a
classroom that incorporates a wide variety of learning
modalities (visual, auditory, tactile, and kinesthetic).
- Clearly define rules, assignments, and duties.
- Distribute outlines of material presented in class.
- Allow for pair interaction during class time; utilize
- Allow extra time to complete tests and assignments.
- Make chapter audio tapes so students who find the
written text difficult to use can listen and read simultaneously.
- Advise students who have problems with verbal processing
to read materials before class discussion.
- Allow students with learning disabilities to read
notes taken in class by other students to ensure that
they are not missing any valuable information.
- Clearly specify the scope of assignments and review
the work of students with learning disabilities on a
regular basis throughout the course of projects.
- Break up complex tasks into self-contained steps and
provide additional assistance as needed.
Students With Physical Impairments
Students with physical impairments fall into two categories
those with orthopedic impairments (use of one or
more limbs severely restricted) and those with other health
- With the student, determine when you should offer
- Help other students and adults understand and accept
physically disabled students.
- Learn about special devices or procedures and whether
special safety precautions are needed.
- Allow students to participate in all activities, including
field trips, special events, and projects.
- To ensure their full participation in the class, make
sure they have full access to the classroom; be aware
of common items that can be barriers, such as a narrow
walkway or a heavy door.
- Keep in mind that some students in wheelchairs have
full use of their hands and others do not.
Students With Visual Impairments
Students with visual impairments have partial or total
loss of sight. Individuals with visual impairments are
not significantly different from their sighted peers in
ability range or personality. However, blindness may affect
cognitive, motor, and social development. Often, listening
skills are enhanced when visual impairment is present.
- To help students with visual impairments cope with
the volume of printed material in class, use a combination
of resources, such as readers, books in Braille, and
recorded books and class lectures.
- Modify assignments as needed to help students become
- Teach classmates how to serve as guides for students
with visual impairments.
- Encourage students with visual impairments to use
their sense of touch; provide tactile models whenever
- Verbally describe people and events as they occur
in the classroom for the students with visual impairments.
- Avoid standing with your back to the window or light
- Some students benefit from working with a peer "visual
translator" who is able to verbally describe visual
images, such as the photos in the textbook to the student.
Students With Hearing Impairments
Students with hearing impairments have partial or total
loss of hearing. They are not significantly different
from their peers in ability range or personality. However,
the chronic condition of deafness may affect cognitive,
motor, social, and speech development. Many students with
hearing impairments, ranging from complete loss to moderate
loss, communicate mainly by sign language.
- Provide favorable seating arrangements for hearing-impaired
students so they can see speakers and read their lips
(or interpreters can assist); avoid visual distractions.
- To encourage their maximum participation, look at
students with hearing impairments when you speak; this
allows students the option of viewing you and your lip
- Limit unnecessary noise in the classroom, as students
who wear hearing aids can be easily distracted by background
noise. Because each hearing aid has its own limited
range of use, you will need to learn how close to stand
so the student can hear you. Keep in mind that comments
made in the back of the room may be inaudible.
- Write out all instructions on paper or on the board;
overhead projectors enable you to maintain eye contact
- Pair students with hearing impairments with hearing
partners; this will benefit not only the students with
hearing impairments, but also the hearing students who
will gain knowledge about how students with hearing
impairments compensate for their challenge.
- If class materials involve technical terminology,
supply a list of these words in advance to students
with hearing impairments and their interpreters. Unfamiliar
words can be difficult to lip-read or sign without prior
Students With Speech Impairments
Students with speech impairments may have impediments
ranging from problems with articulation or voice strength
to being unable to speak. These impairments can include
stuttering, chronic hoarseness, or difficulty in expressing
an appropriate word or phrase. Typically, such students
refrain as much as possible from class participation.
- When speaking with a student with a speech impairment,
use normal communication patterns and refrain from completing
words or phrases for the student.
- Some students use electronic speaking machines or
are adept at using body language to communicate.
- Allow students with speech impairments or difficulty
with oral expression the opportunity to submit written
questions about material that they find challenging.
- Students with speech impairments often do not feel
comfortable participating in exercises devoted to interpersonal
skills because the physical difficulties they experience
can make the exercises uncomfortable for them. Even
so, these students can benefit from watching others
and participating at a level they select as comfortable.
- Students with speech impairments benefit from an opportunity
to make a contribution to the class in ways other than
in-class discussion. For example, students might prepare
a bulletin board display or a report on a topic that
could be distributed to all students.