Faith Heart Magazine Prophetess Trish M. | Page 11

discouraged, as many of them are aware of their limitations.  Therefore, providing verbal praise such as “Good job, I’m proud of you” can go a long way.  It's essential for the child to feel significant so s/he will look forward to attending your activities.   Rule #3:  Be a Guiding Light Work diligently to include the child in various conversations and social groups is essential.  Lead by example. When others see your efforts for inclusion, they will follow suit.  Thus, you are trending and cultivating the atmosphere on how to appropriately treat the child/children with special needs.  This love will radiate in your group encounters on a reg ular basis. No longer will your group conjugate and allow the child with special needs to sit alone.   Rule #4:  Communicate with the Child’s Parents Ask the parents questions concerning the child’s safety, fears, and relevant contents of their IEPs (Individualized Education Plan) from school that can help you when interacting with their child/children.  This will show the parents that you are invested in the progress and well- being of their child/children.  Additionally, this opens the door for effective communication in understanding how their child/children learn and comprehend the world around them. National Board Certified Educator for Children with Rule #5:  Create a Sensory Conducive Environment Special Needs | Speech-Language Pathologist Email: [email protected] Many children with special needs can be over and/or under-stimulated by several environmental factors.  These factors could include sound, light, movement, etc.  Therefore, creating a calm environment can be an essential ingredient to the child’s success.  Too much noise can stimulate their vestibular system, causing crying, screaming, yelling, and crawling under the tables - just to name a few.  Flashing lights have been known to trigger seizures.  Traffic noise, alarms, sirens can hinder a child’s attention span and their ability to focus.  Once you have learned the specifics, you can then alter the group’s environment to make it more conducive to the child/children with special needs. FHM 11