Information collection & exchange

NS OUTSIDE OF THE SCHOOL SYSTEM 
scusses these constraints and presents some solutions. 
ke, despite the fact that this interrupts the flow of work and the learner has little 
tention of internalizing the correction. 
give one-on-one lessons since many high level officials are reluctant to take 
lasses with junior officials. If this is the case, two features should be remembered: keep classes to a 
aximum of one hour per session and keep materials closely related to the learner's needs. 
tutoring, a little and often is far less demanding on both teacher and learner than long sessions once a 
ecial needs of students
S
problem might not have been 
t be up to standard. 
Y
this struggle is not caused by visual or auditory impairments. Sometimes moving a student to the front of the 
class where the blackboard is easily seen can be helpful. Or taking the time to stand near a student who has 
hearing problems and repeating your instructions clearly can make a difference. If it seems appropriate, you 
may want to contact the family of a student with disabilities, to see if the family will consider getting 
professional help. Glasses or a hearing aid could transform a student's performance. 
Second, you can also help by building up the confidence of students with disabilities. All too often these 
students have a low self-image, brought on by being told that they are poor students and not good enough 
for an aca
s
Third, you can expand your own 
d
these programs will be an invaluable source of information. The ICE catalogue also has a section on Special 
Education-Specific Disabilities. Many of the manuals in this section offer practical and relevant advice on 
how you can help students with disabilities move into the mainstream. Disabled Village Children by David 
Werner (ICE No. SE 046) is available free to all PCVs working with children with special needs.