Before a child with special educational needs joins a class, the teacher should prepare themselves, the pupils and their parents to reduce the likelihood of misunderstandings and conflict.
A good first step is a conversation with the child and their family. Parents can explain the child's communication preferences, behaviour, calming strategies and difficult situations. The child can demonstrate their interests, personality, abilities and ways of communicating.
Teachers can then explain to other parents how inclusive education works and discuss respectful interaction and confidentiality. Private information or a diagnosis must not be disclosed without appropriate consent. Parents can help their children understand similarities and differences and encourage positive contact with their new classmate.
The teacher should also include age-appropriate discussions about inclusion, differences, tolerance and disability in ordinary lessons without singling out a particular pupil.
For younger children, it is generally easier to explore how people differ and what they have in common than to explain diagnostic terminology. Awareness events, such as the international Lots of Socks campaign, can also prompt conversations even when no child in the class has the condition being discussed. Any experiential activity should be respectful rather than pretending to replicate another person's lived experience.
Peer-assisted learning can be valuable for children with special educational needs and their classmates. Children may learn academic and social skills by observing and working with peers. For example, a teacher can ask a pupil who has completed a task to offer help when a classmate needs it, without making that child responsible for another pupil's support.
Breaks are another opportunity to strengthen relationships. Because they are short, teachers may need to help pupils initiate games. Play provides an accessible basis for communication and cooperation.
Suitable break-time games are:
- short, lasting 5–7 minutes;
- simple, with minimal explanation of rules;
- based on non-verbal interaction, such as ball games;
- cooperative, without winners and losers;
- flexible enough for one or more players to leave without disrupting the game.
A Briolight interactive floor can help organise these games with intuitive activities and Ukrainian voice prompts. Where floor space is limited, teachers can consider an augmented-reality sandbox or an interactive panel.
Classmates can support one another during games by practising turn-taking, offering and asking for assistance, and reacting calmly to mistakes.
