How can a teacher help to prevent a disability from becoming a handicap?

Students Name
Professors Name
Course
Date
Prevention of disability from becoming a handicap
It is a right for every student to learn most appropriately to gain skills and knowledge that can help them become independent in the future. It is not by choice that some students were born with a disability and hence, there is a need for teachers to accommodate student diversity. A good teacher can have some ways of preventing disability from becoming an inability.
First, a teacher can come up or implement active learning strategies. For this approach to work well, the teacher is required to understand the strengths and weaknesses of all the students. The teacher can introduce strategies that can help disabled students to catch up with their colleagues in various aspects. Some learning strategies may include helping students to memories and be in a position to retain contents in their brains; different assessment approaches that suit every student and provision of instructions to students in a simplified format (Browder 60).
Secondly, a teacher can employ empathy and compassionate when dealing with students. Accommodating all students in a class setting helps a teacher to understand the needs of every student and this goes to the extent of putting more stress on life skills than academic skills, and this makes disabled students feel motivated. The teacher can act more of trainer rather than teachers when dealing with disabled students since this approach makes such student acquire knowledge and skills that are relevant to achieving independent lives (Browder 60).

There are so many ways that a good teacher can help prevent disability from becoming a handicap. It requires much dedication for teachers to meet the needs of all students regardless of their intelligence quotients or their physical abilities. It is essential for teachers to acquire all the relevant technologies and training on student diversity.
Works Cited
Browder, Diane M. “What should we teach students with moderate and severe developmental disabilities.” Enduring issues in special education: Personal perspectives (2015): 52-73.