Which of the following is NOT a strategy for managing safety needs of children with special needs or those learning English?

• A. Anticipating that the children will follow others when needed
• B. Providing individualized prompts
• C. Using visual cues
• D. Pairing with a buddy

Answer: (A)

In safety planning for children with special needs or who are learning English, proactive, explicit supports are essential. Relying on the assumption that a child will simply follow others when needed isn’t a reliable strategy because it provides no concrete guidance or remediation if a child is uncertain, distracted, or unable to process instructions quickly. Providing individualized prompts gives tailored, step-by-step cues that match the child’s current level, helping them know exactly what to do in risky or transitional moments. Using visual cues offers nonverbal reminders that can be understood independently of language, making safety information accessible during transitions, hallway movements, or drowning out background noise. Pairing with a buddy creates immediate, supportive supervision and models safe behavior in real time, while also fostering inclusion. Together these approaches give explicit supports that address varied needs, whereas hoping children will follow others leaves crucial gaps in safety and growth.