The special needs teacher's action is therefore characterised by a set of didactics and orthodidactics means in order to help the learner to succeed in his learning.

 The professional proposes re-educational, teaching and compensatory solutions that will be constantly readjusted according to the progresses observed.

The quality of the relationship, and the friendly look of the professional will progressively lead the subject to regain confidence in his capacities. In this way, he becomes aware of his behaviour and does not delay in changing it. 

While the change is operating, the child will find new happiness and the motivation that will contribute to arousal of his curiosity.

The special needs teacher also proposes efficient strategies to overcome or to compensate for his difficulties by keeping an interaction. He helps him to build his reasoning and sometimes corrects his mental representations in order to give a meaning to his learning.

He insists on the knowledge transfer in order to fix the previous level of attainment and to prepare for the future.

He provokes  questions in order to arouse the learner"s interest and makes him progress significantly.

The dialogue is primordial because it permits to remove the ambiguities and makes the implicit emerge.

In children, the implicit notion is very important because it is often missing, or incorrect in their mind. 

The speical needs teacher acts in close collaboration with the school protagonists and coordinates his activities with re-education professionals.