Success in achieving these small steps needs to be recognized immediately so that the child has a sense of achievement. The child's progress should stand on its own, rather than being compared with the group's level of achievement. Little emphasis should be placed on assessment aimed at predicting future school success. Existing facilities may need modification for some children with disabilities. Program components that are especially important for children with disabilities include play with other children, excursions and sensory experiences.
Structured routine is important for children with attention problems.
Special transportation arrangements will be necessary for some children with disabilities. Consultation with special education personnel within the school and the school division is recommended to secure specific information regarding the child's special needs. Saskatchewan Education and the appropriate private agencies may be contacted for more information regarding specific disabilities and other special learning needs. The Special Education Unit of Saskatchewan Education, Training and Employment offers consultation and support materials to schools serving children with special needs. Another resource to which the teacher may refer is the Special Education Policy Manual , Saskatchewan Education, 1989.