Encourage classmates to accept the student with a mental impairment. Be aware that a student with an impairment may frequently be treated with therapeutic medications that affect performance and speed. Acknowledge that high, but realistic, expectations should be maintained to encourage full realization of social and educational potential. The teacher should, where possible, get to know the non-impaired students, engaging them and providing them a connecting link between these students and the students with impairments. The teacher shouldn't be seen as the person who relates only to the student with an impairment.
Some activities are more conducive to getting students together than others.
The teacher should note and promote opportunities for interactions, even if that means revising plans for teaching skills to allow for spontaneous interactions and play. Remember that not all interactions are verbal. Stress the mentally impaired student's successes. Depending on the degree of impairment, provide opportunities to practice skills in both normal environments versus contrived experimental situations. Depending on the degree of impairment, provide opportunities to practice skills in both environments.