Recommendations for Special Children

Special children have different educational and support needs due to developmental differences. A conscious approach of families is very important in the education process of children with intellectual, physical, hearing, visual, or learning difficulties.

I. Children with Intellectual Disabilities
A – Severely Intellectually Disabled
Children with an IQ range of 0–25 who are dependent on clinical care. They have difficulty adapting to life and need constant health support.

Recommendations for Families:

• Increase environmental and social stimuli to reduce self-harming behaviors.

• Focus on self-care, language, and motor skills.

• Communicate with simple and concrete commands.

• Avoid comparisons and violence.

• Involve them in social environments to develop social skills.

B – Trainable Intellectually Disabled
Children with an IQ range of 25–44. With special education support, they can learn some skills and maintain daily life.

Recommendations for Families:

• Help the child use their abilities in the best way.

• Teach skills appropriate to daily life.

• Support friendships.

• Motivate by rewarding achievements.

C – Educable Intellectually Disabled
Children with an IQ range of 45–75 who can reach the mental level of 8–12 years.

Recommendations for Families:

• Accept the child as they are.

• Allow time with peers to develop social skills.

• Support the education process at home in cooperation with teachers.

II. Slow Learners
They have difficulty with abstract thinking, forget information quickly, and experience lack of attention.

Recommendations for Families:

• Accept the child without comparison.

• Give simple, clear, and understandable instructions.

• Support learning with frequent repetition.

• Encourage activities that increase self-confidence.

III. Hearing Impaired
Children with hearing loss need devices or special education support.

Recommendations for Families:

• Encourage speech using natural environments.

• Use clear expressions when communicating with gestures.

• Include them in games and activities to develop social relationships.

IV. Children with Learning Difficulties
Children who experience difficulties in academic or social development without intellectual disability.

Recommendations for Families:

• Organize the study environment to reduce distractions.

• Do visual and auditory perception exercises.

• Reward achievements.

• Reinforce learning with repetitions at home.

V. Physically Disabled
Children who benefit from educational processes in a limited way due to physical disabilities.

Recommendations for Families:

• Cooperate with doctors and physiotherapists for rehabilitation.

• Develop independence skills.

• Ensure communication with the social environment.

VI. Visually Impaired
Children with vision loss that cannot be corrected by surgery or glasses.

Recommendations for Families:

• Increase interaction with their environment.

• Use special materials in education.

• Encourage participation in social activities.

VII. Gifted and Talented Children
Children with above-average intelligence who need special educational support.

Recommendations for Families:

• Accept giftedness and provide appropriate educational opportunities.

• Guide according to areas of interest.

• Avoid unnecessary pressure and support natural development.

Educational Process and Parental Approach
Every special child has different needs. Families should support their children’s development with patience, understanding, and love, and take an active role in educational processes. A loving environment reveals the potential of special children.