One way in which students can be given access to more demanding aspects of a topic is by pre-teaching, in school or at home. Stainback et al. (1996) describe a classroom where the teacher used the first 15 minutes of each day for news. Each student was asked to report to the class on a news story he or she had seen on the television or read in the newspaper the previous evening. To enable one student with severe learning difficulties to participate, the teacher asked his mother to coach him on a news story each evening. From that point he always had something to say when the teacher asked for volunteers. While prompting from classmates or the teacher was often necessary, the student gradually became an active participant in the class.