1. Use great sensitivity and confidentiality to identify all the children within the ward who have disabilities.

In the average ward, approximately 12 percent of Primary children will have some type of disability. These may include attention deficit hyperactive disorder, behavior disorders, chronic health impairments, communication disorders, hearing impairments, intellectual impairments, learning disabilities, motor and orthopedic impairments, visual impairments, or multiple disabilities.

Some children have disabilities that are apparent and have been diagnosed. Other conditions are not as easy to discern. When a child seems to be having learning, social, or behavioral difficulties, do not assume the child has been diagnosed with a specific disability.

Primary leaders or teachers should not label a child or try to diagnose his or her condition. Visit with the family, communicate concerns, and ask for suggestions to help the child have a successful experience in Primary. If the family shares a diagnosis of a disability, use the parents’ input to assess needs and develop a plan to help the child receive the blessings of the gospel.

2. To assess the needs of the child:

• Get acquainted with the child and his or her family.
• Learn about the disability from parents, up-to-date publications, local disability organizations, or others who know about the disability.
• Analyze the meetinghouse's physical facilities for accessibility and distraction factors.
• Consider the social setting, such as the number of other children in the class.

3. Consider these teaching options:

• Integrate the child into a regular Primary class (most children can learn to participate in their regular classes). An assistant teacher may be called.
• Place the child in a small class with two or three other children.
• Group the child with other children who have similar needs, such as a signing class for the deaf.
• Call a special teacher to teach the child individually, one-on-one.
• Create a home based program that is sensitive to the needs of the family.

4. To assure that the child’s needs are met:

• Provide spiritual and social experiences in both mainstream and special programs.
• Call and orient a capable, caring, and sensitive teacher.
• Help teachers adapt curriculum to the child’s needs.
• Work closely with the teacher to develop a plan that encourages (or expects) appropriate behavior and one that deals with disruptive behavior.
• Adapt other programs, activities, and events to include the child.
• Provide special accommodations, such as a timeout area for behavioral problems, signing for a deaf child, and so on.
• Offer the child opportunities for participation, growth, friendship, and recognition.
• Plan for social interaction with peers, especially when attendance with the regular class is not possible. Such interaction may include a special sharing time, or birthday and holiday remembrances.
• Create service opportunities where every child can feel the joy of serving.
• Take needs and concerns to the ward council.

5. Evaluate the child’s progress periodically with the teacher and the parents to determine if any changes in procedures or programs are needed.

6. Teach children about disabilities

• Help all children understand how the Savior wants us to treat people with disabilities. Help them understand that children with disabilities are our brothers and sisters who may act or look different on the outside but who feel the same on the inside; they need to feel loved and accepted, and they need friends. Refer to recent stories and articles from Church magazines.
• Use sharing time to highlight children with disabilities. Explain their challenges, feature their abilities, and promote understanding among the children. Provide experiences whereby children can experience what it is like to have a disability (blindfold some children, have others try to use a wheelchair, and so on). It is an excellent opportunity to help children with disabilities feel loved, accepted, and understood.
• Whenever possible, involve children with disabilities in active participation during opening or closing exercises, music, and sharing time.
• Use songs from the Children’s Songbook to teach principles of loving others with disabilities, such as "I’ll Walk with You," "Love One Another," "We Are Different," and "Every Little Star Is Different."