When you are a “special” learner you are developing along your own continuum with a unique set of  circumstances that set you apart. It could be that you are more advanced than your peers, more challenged than your peers, and/or have a special physical, mental or emotional need that requires additional support and/or assistance.  Whatever the circumstance, they are isolated challenges and not representative of the whole child. For example, a child having physical challenges is no less curious about his environment and eager learn than a child with full motor capabilities.  It is important to know that a child with special needs thrives in the least restrictive environment learning along side peers in an inclusive setting with adaptations when and if they are needed. Teachers must intentionally plan for and provide for their learning experiences by considering the custom learning plan information, family input and there own assessment by focusing on what they can do rather than what they cannot.  It’s no different than you would a general education child. Assess what they can do, meet them where they are, scaffold the learning along a continuum via an developmentally appropriate support plan or individual lesson plan based on formative and summative assessment created by a team of adults in the child’s life.