As a teacher, educating disabled students poses some challenges. If special needs children are immersed in a classroom with non-disabled students, it is critical that you motivate them as much as anyone else. In some cases, motivating disabled students requires a different approach. However, you may also find the techniques to increase morale are not unlike those that apply to average children.

Support
Teachers need to create a positive, relaxed and supportive classroom environment to help motivate students with special needs. You must also ensure that fellow classmates are sensitive and supportive. If a disabled child feels on par with his peers, he is motivated to work and learn with them. All students should say positive and encouraging things about each other, as well. The entire class must understand that a disabled child's academic limitations do not make him a second-class citizen. He is entitled to the same rights as anyone else.

Schoolwork
A child with special needs may require some modifications to her tests and assignments. The work should not be beyond her cognitive level. If the material is too difficult, the student will feel discouraged. Begin with easier work and gradually make it more challenging. However, do not make it too easy. The child must overcome challenges just like any other student. As she does so, she becomes proud of her accomplishment and feels motivated to move on to the next task.

Attitude
As a teacher, your attitude makes a significant difference in the classroom. You must always be enthusiastic to make a disabled student know you are as much his friend as his teacher. Maintain children's attention with strong body language and obvious facial expressions. Not only does this help them focus on you and see how hard you are working; in the end, they feel compelled to cooperate and learn along with you.

Interaction
Interaction is an effective way to make learning material more lively. Activities such as role-playing put the disabled student among her peers. Not only does the child feel equal, but she also sees, hears or feels the material in a way that extends beyond a paper and pencil. As a result, this motivates her to play an active role in the activity while absorbing the material in the process.