Q: Get to know each student one-on-one. Your classroom may include students who have some disability and students who have none, and specific disabilities may vary among students who face them. To promote an inclusive environment, you'll need to know which needs exist and must be met.  Keep in mind that no two disabled students are the same. Some disabilities exist on a spectrum (such as varying degrees of low vision), and others are extremely complex (such as autism). Talking to the parents/guardians, and getting to know the child, will help you understand their unique needs. Recognize that not all disabilities may be diagnosed yet. Sometimes, people close to the child haven't recognized that the child is different or struggling. You may have several students with unrecognized disabilities. Don't assume that you can defeat or cure disability. Instead, work with the child at their level, and encourage them to gain skills one step at a time. You'll need to use the right tools if you want to meet the needs of students in your classroom. A physical environment that is somehow “off limits” to some of your students will make it impossible for those students to learn or feel welcome.  The exact tools will vary based on students' needs. For instance, students with vision impairments may need materials in large print or Braille. Those with speech impairments may benefit from speech synthesizers. Those with hearing impairments may need a sign language interpreter and subtitled instructional videos.  Some students will have needs that are not immediately obvious. For instance, some autistic students may have a sensitivity to light and sound, so rooms with soft light and minimal noise create a preferred learning environment. Unfortunately, even well-meaning individuals can end up labeling disabled students by their disabilities. Instead of fixating on the things your students cannot do, focus on your students' abilities and individual accomplishments. Viewing disabled students with pity or guilt does not empower them. Instead, you may accidentally send the message that they are less capable or less whole. Mean-spirited assumptions aren't the only hazardous ones to watch out for. In fact, well-intended assumptions can be just as damaging and might be harder to prevent. If one of your students appears to need help with something, ask instead of automatically jumping in to help. Some students may prefer to work through certain difficulties themselves. Others may appreciate your help, but may also want you to help using an approach you may not have thought of. Language is important when creating the right attitude. As a general rule, use language that affirms the identity of each student while avoiding language that is considered derogatory or language that otherwise focuses on the disability instead of the individual.  Refer to disabilities in simple language free from emotional judgments. In other words, instead of saying that someone "suffers from" or "is crippled by" a given disability, it would be better to simply state that they are "a person with" that disability (or, in the case of deaf, blind, or autistic people, a "_____ person"). Over-sensitivity can actually be harmful, too. Awkwardness over common phrases can draw unwanted attention to an impairment and may make a student feel more left out. If such phrases come up, it is best to gloss over them without making a fuss about them. For instance, if you or another student says "see you later" to a blind student, it is best not to point out the awkwardness of such a phrase unless the blind student indicates that they are upset by the remark. As the instructor, you must guide non-disabled students in your classroom as they interact with their disabled peers. Encourage a positive and cooperative attitude among all classmates under your care.  Pay attention to your own biases and preconceptions, then correct those errors as soon as possible. You will serve as a role model to your students, and poor behavior you demonstrate will be taught to them. Set ground rules regarding discussion and classroom behavior. When someone violates these rules and behaves inappropriately to another student, point out the violation and issue an appropriate consequence. Follow through consistently regardless of whether or not disabled students are involved and, if so, regardless of which position they find themselves in (i.e., the attacker or the victim). Don't enforce rules with disabled students that non-disabled students can get away with breaking.  Nip bullying in the bud. Make it clear that students need to respect others' boundaries, praise students for intervening if they see bullying, and take victims seriously if they report being bullied. In most cases, others will be actively involved in the care and education of the disabled students in your classroom. Work directly with these guardians, counselors, and advisers when addressing those students' needs.  Discuss your students' needs with their guardians. You may have insight to share with them, and they will almost certainly have insight to share with you. Depending on the circumstances, students with disabilities may need therapy from an outside specialist. These specialists may work through the school or may come from another source. Either way, it can be to everyone's benefit to communicate with such specialists when determining the best way to arrange classroom activities and instruction.
A: Learn about your students' needs. Make the physical environment accessible. View each student as an individual. Avoid assumptions. Watch your tongue. Guide student behavior. Work with everyone involved.

Q: If the manufacturer's label is still attached to a plush toy, check it before washing the toy. There may be specific instructions on how to wash the toy. Some toys, for example, may not be machine washable or might require a special type of cleaner. If there's no label, google the type of toy. If it's a popular brand, you may be able to find manufacturer's instructions online. Most plush toys can be safely washed in the washing machine, particularly cotton and polyester blends. Wash them with your regular clothing on a gentle cycle. Alternatively, you can also do a load of just plush toys.  If the toy is very dirty or soiled, sprinkle some baking soda on it before putting in the machine. Then, add a cap full of white vinegar to the washing machine during the rinse cycle. If you cannot find a label, it is relatively safe to assume that the toy is machine washable. Most plush toys are. Put the toys through an extra rinse cycle to ensure that all detergent comes out. Unless they are labeled "felted," wool toys cannot go into the washing machine. For these toys, try to spot clean stains. Dab the stain out using a mild soap and a wet cloth. Let the toys air dry. If the wool toys are very dirty, you can try hand washing them in the bathtub with a wool soap. Do not dry wool toys in the drying machine, however, as this can damage them. Lay wool toys on a sunny windowsill instead. If your toy is not wool, it can be put in the dryer. You can put the toy in a pillowcase beforehand to protect it as it in the dryer. Dry on high for 15 minutes. If the toys are still a little wet, let them air dry. Wool toys should be air dried in a warm spot.
A: Check the label. Wash toys in the washing machine unless otherwise directed. Clean wool toys by hand. Dry plush toys in the dryer.

Q: This is optional.
A: Add a bit of opalescent glitter to the entire face-painting.

Q: Draw a cross line right at the middle of the rectangle.   Simply add a nose with an elongated oval. Bart’s irises are simple dots. Simpsons family don’t have facial hairs.          Imagine where you want Bart’s chest to be placed.
A:
Start the outline sketch with a rectangle. Outline sketch the face. Draw a circle for one of the eyes. Add another circle for the other eyeball. Continue with the actual line of the nose. Add the irises. Draw one curve line as part of the eyebrow. Add the actual line for the forehead. Draw a sketch upward curve line as guide to the spiky head. Draw the actual line of the back of the head. Add the nine spikes on the head. Draw the actual line for the upper lip. Add the lower lip and the chin. Draw the ear. Erase the line that was supposed to be blocked by the ear. Add a downward curve for the neckline. Draw a circle sketch outline. Add a bigger circle for the guideline of the tummy and hips. Sketch the outline of the body. Draw two curved lines to show the center of the body. Add the outline sketches for the sleeves. Add Bart’s arm and hand outline sketch. Start the actual lines with the shirt. Draw the actual lines for the sleeves, arm and hand. Draw the actual lines for the shorts. Add the legs with for side curved lines. Add the actual lines of the sneakers. Erase the outline sketches. Color the draft.