As with all children with learning difficulties, home-school links are extremely important to ensure the most appropriate provision for your child.
The following table details some of the strategies used for children with specific difficulties:
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Autistic Spectrum Disorder
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- Building upon the strengths and interests of the pupil
- Visual Supports – often developed with the pupil
- Use of a social story to explain the social rules
- Providing a 'safe haven' where the pupil can go if they are not able to manage.
- Comic Strip Conversations to explore feelings of all parties involved in an incident
- Checking understanding and when necessary, repeat instructions one to one
- Allow extra time for processing
- Break down instructions and list on board to support sequencing
- Structuring questions and using direct language
- Provide help cards
- Clear expectations of a start and end point
- Preparation for transition to a new class
- Transition conference involving all parties to prepare for the move to secondary school
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Hearing Impairment
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- Consideration of seating arrangements – ensure the pupil is seated near the teacher
- Keeping background noise to a minimum.
- Use of small group teaching where appropriate
- Provision of a quiet area for teaching or working
- Ensuring the teacher’s face is always clearly visible.
- Use of visual aids
- Writing keywords / instructions on the board and providing notes for reference
- Go through instructions with a teaching assistant
- Printed materials to accompany audio resources
- Act upon advice and support given by the Advisory Teaching Team for Hearing Impairment
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Visual Impairment
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- Use of adapted resources such as enlarged texts or audio resources
- Act upon advice and support given by the Advisory Teaching Team for Visual Impairment
- Provision of appropriate IT equipment to support learning and access to the curriculum
- Consideration of the environment to best meet the needs of the pupil
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Speech and Language Difficulties
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Depending on the specific needs of the child, a variety of strategies are used in class and through intervention:
- Ensuring we have the child’s attention before giving instructions
- Shorter instructions with time provided for them to process the instruction or request and to give a response
- Checking that the child has understood the instructions
- Providing the children with good role models, repeating what they have said correctly
- Social skills sessions focusing on turn-taking, listening to others etc to support the child with social communication and interaction with their peers
- Specific language word to improve their bank of vocabulary
- Language for thinking
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