Appropriate Expectations

Children with special needs can be successful in a classroom environment that establishes appropriate expectations and goals.

• Classroom Contract

  The expectations for the child need to be based upon their cognitive functioning. For example, children who have cognitive impairments may become easily frustrated if the expectations are not understood or cannot be accomplished. If children cannot remember locations for materials because of a cognitive impairment, it will be difficult for them to put away their materials automatically.
  
  
• Classroom expectations need to be developmentally appropriate.  For example, young children are not able to sit still for longer than 15 to 20 minutes. 
  
  
• Expectations need to be understood by the child. For example, a child may not understand what it means to be considerate.  Using simple language such as "We will use kind words when we talk to others" may be easier for the child to understand.
  
  
• Classroom expectations need to be attainable and feedback needs to be given to children to help them learn to monitor their progress.  Children with FASD often have difficulties with immediate recall of information and with self-regulating their interactions in a group setting.  Giving children feedback or acknowledgement provides guidance to them and supports their regulations and interactions.

Children need adult mediation to help them become active and engaged learners and to understand the purpose of learning.