handouts for differentiation for send students · handouts for differentiation for send students...

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NEOMORPHOSIS: [email protected]

HANDOUTS FOR DIFFERENTIATION FOR SEND STUDENTS

The following table attempts to show the manifestations linked to each of the neuro-divergent conditions./

Nobody is likely to have a problem with everything associated with his or her particular conditions.

Someone who is not significantly, say Asperger’s, could still have one or two of the manifestations

associated with that condition. The * sign signifies a definitive problem area, whereas the ? sign indicates

a possible problem area.

Dyspraxia Dyslexia Dyscalculia ADD/HD Asperger Tourette’s

Problem Areas:

Perception

Reading, spelling, written

expression

? * ?

Numbers and arithmetic *

Interpreting visual images * * ?

Sensitivity to touch, light,

taste, pain, sound

? *

Judging time, distance,

space, speed

* ? ?

Communication

Constructing communication.

in your head

* ?

Planning/writing essays * * ? ? ?

Being succinct * * * *

Brain working at greater

speed than mouth or hand

* * *

Speaking too loudly/softly * ? * ?

Diffs. With pronunciation * ? ?

Controlling voice pitch/tone * ? * ?

Gross and Fine Motor Skills

Team sports * ? ? ?

Bumping into things * ? ?

Hand/eye co-ordination * ? ?

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Handwriting * * ? ?

Craftwork/practical tasks * ? ?

Tendency to drop things * ? ?

Involuntary movements (tics) ? ? *

Limiting motion to intended

part of the. body

* ? ? *

Memory–Information

Storage

Following instructions in

sequence

* * ? * *

Following discussions, esp. in

group

* * ? * *

Short term

memory/forgetfulness

* * ? * *

Concentration/attention * * ? * *

Organisational Skills

Prioritising * * ? * *

Planning * * ? * *

Delegating * * ? * *

Multi-tasking * * ? * *

Social Skills/Behaviour

Timidity ? ? *

Misleading body language ? ? ? *

Interpreting others’ body

language

* * * *

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STRATEGIES FOR SEQUENCING DIFFICULTIES

Modify the task and/or time taken to complete it

Reward “on task” behaviours with brief breaks

Structure time and “chunk down” larger tasks

Provide frequent changes of activity

Be consistent in routines

Teach self-organising skills

Teach study skills including time management and strategies for

managing resources

A well organised ring binder with a folder for every class during the day

and lots of plastic pockets or pouches for essential materials and

assignments

Written directions and a checklist of materials needed for assignments

Send messages, reports etc. by post

Provide checklists

Well annotated weekly timetable including list of materials needed for

lessons and home

Encourage student’s own strategies

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CHECKLIST OF STRATEGIES FOR STUDENTS WITH DYSPRAXIA

Remember that poor social skills and/or poor short term memory will not

necessarily reflect the student’s intelligence

Avoid pressuring the student if they find the right words

Be precise and succinct in giving explanations/instructions

Relay important messages by post/email

Provide strategies for learning the difference between left and right

Handwriting needs to be taught and practised

Let the student find their own handwriting style

Provide the student with a written outline of the lesson

Choose a classmate with good handwriting and copy notes to give to the

student

Learn keyboarding skills

Provide pencil grips

Have left handed implements available

Ensure writing paper is lined

Provide computer access

Be consistent in storage of resources

Always mark work for content, not presentation

Be sensitive to the student’s difficulties especially with knocking things

over, dropping things, slowness or organisational problems

Have realistic expectations of the student’s abilities with tasks needing

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manual dexterity

Sit the student towards the front of the classroom, facing the board

Have well thought out codes of practice and safety routines for those

subjects requiring the handling of potentially dangerous or delicate

materials or objects

Give instructions/information repeatedly for those students with short

term memory problems

Remember students may have a poor sense of direction so work out

strategies to avoid them getting lost

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CHECKLIST FOR LOW SELF-ESTEEM

Give role of responsibility

Encourage self-knowledge: preferred learning style/ least preferred

/areas of strength /weakness

Reinforce success

Encourage student to acknowledge areas of success and strength

Provide low visibility support

Discourage “victim” position

Encourage responsibility for self

Support goal setting: long term and short term

Set achievable targets

Mark for content not presentation

Involve student in making decisions about their own education

Provide peer support

Make contact with local groups

Overcome blocks to learning

Teach relaxation techniques

Assertiveness training can be valuable

CHECKLIST FOR ORGANISATIONAL SKILLS

Enlist parental help in encouraging organisation, if appropriate

Provide organisational rules

Encourage student to store work effectively

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Use colour to code work: Paper/print/folders/dividers/stickers

Send any reports, messages etc. by post

Encourage neatness rather than penalising untidiness

Allow student to have an extra set of learning materials at home

Give assignments one at a time

Assist students in setting short-term goals

Do not penalise for poor handwriting if visuo-motor deficits are present

Encourage learning of keyboard skills

Uncluttered workspace

Checklist of homework supplies

All instructions for homework etc. to be given on paper

The use of detailed weekly timetables which include materials etc. to be brought

to lessons

Encourage student to find own organisational strategies

Both the above adapted from “Hyperactivity Handbook for Schools” by Harvey Parker

CHECKLIST FOR POOR ATTENTION SPAN

Shortened assignments or work periods to coincide with span of attention

Use a timer

Brake longer assignments into smaller parts

Give assignments one at a time to avoid work overload

Require fewer correct responses to achieve grading/pass (if possible)

Reduce amount of homework

Seat student near good role model

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Seat student in a quiet area, preferably at the front of the class

Assist student in setting short term goals

Allow extra time to complete assigned work

Increase distance between students

Seat student near study mentor/buddy/class room assistant

Instruct students in self-monitoring

Pair written instructions with oral instructions

Provide peer assistance in note-taking

Give clear, concise instructions

Cue student to stay on task using a private signal

Seek to involve students in lesson presentation

Adapted from “Hyperactivity Handbook for Schools” by Harvey Parker

CHECKLIST FOR IMPULSIVE BEHAVIOUR

Ignore minor, inappropriate behaviour

Increase immediacy of rewards and consequences

Use timeout procedure for misbehaviour

Supervise closely during transition times

Use appropriate reprimands for inappropriate behaviour (i.e. comment

on the behaviour, not the value of the student)

Attend to positive behaviour with positive comments

Instruct student in self-monitoring of behaviour

Set up behaviour contract

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Acknowledge positive behaviour of nearby student

Call on student only when the response is appropriate (e.g. hand raised)

Call on student near good role model or teacher

Provide non-intrusive visual clues

Physical proximity when talking to the student

With acknowledgement to Lesley Hirons and Dr. Val Chapman

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STRATEGIES FOR LANGUAGE FOR AUTISTIC SPECTRUM DISORDER (ASD)

PRAGMATICS:

Learn appropriate opening comments

To seek clarification or assistance when confused

Encourage confidence to admit “I don’t know”

Teach the cues of when to reply, interrupt or change topic

Model sympathetic comments

Whisper in the student’s ear what to say to the other person

Use speech and drama activities

Use speech and dram activities on the art of conversation

Use Social Stories and Comic Strip Conversation as a verbal or pictorial representation of the

different levels of communication

LITERAL INTERPRETATION

Think how your comment or instruction could be misinterpreted

Explain metaphors and figures of speech

PROSODY

Teach how to modify stress, rhythm and pitch to emphasise key words and associated

emotions

PEDANTIC WORDS

Avoid abstractions and lack of precision

IDIOSYNCRATIC WORDS

A genuinely creative aspect of Asperger Syndrome to be encouraged.

STRATEGIES FOR TEACHING AND LEARNING FOR ASPERGER SYNDROME

The implications of having an AS student in the class:

- organisation

-study skills

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-classroom relations

important that fellow students understand the AS behaviour

will pre-empt problems

Homework and assignments-written directions and a checklist of needed materials.

AS may do the wrong thing or may panic if s/he does not understand what is to be done.

Organisational difficulties may mean appropriate materials/equipment not on hand.

Highlight and organise important information.

E.g. the directions for a test and/or important sections of a book for revision purposes.

Reorganise worksheets to give a few problems/activities on each possible.

Many pages with one activity and lots of white space is much less daunting and stressful than one worksheet with small writing and lots of activities.

Make no assumptions that implicit information has been recognised or understood.

Reference to “theory of mind”-AS unable to impose meaning on their experiences and lack the independent capability to understand what many activities mean. Underlying themes, reasons or principles usually unclear to them-they need to be clearly and specifically identified in each subject area.

Support the teaching of abstract concepts with the support of visual clues- e.g. pictures, diagrams, written words etc.

Because AS have little or no skills with abstract thought, visual clues can support the teaching of it.

Make instructions specific and concrete. Make sure the student understands what has to be done.

You may have to give a set of directions given in a different way to the rest of the class (e.g. in more precise language.)

Use very precise language.

You would be surprised what you say which is imprecise or ambiguous.

If using essay-type question, make sure the student can answer:

-What am I expected to do?

-How much am I expected to do?

-How will I know when I am finished?

-What do I do next?

Wherever possible, adapt the subject content to straightforward facts and descriptions

It is especially important that the title is as straightforward as possible.

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GENERAL STRATEGIES FOR SUPPORT FOR DYSLEXIA

Identified area of need Support strategies

Slow, inaccurate reading

Avoid asking the learner to read out loud If a reading book is involved put it on tape to familiarise the learner with the text – familiarity can breed the confidence that enables the student to have a go themselves

Loses place in text

Use a line marker or ruler Reduce or avoid copying from the board If it is not possible begin each line with a different coloured dot to make tracking easier

Difficulty in following instructions

Give instructions in short, manageable chunks Encourage rephrasing of the instructions in the students’ own words to ensure they are understood

Inconsistent performance

Don’t say “well you knew it yesterday” – patience is the best strategy

Problems with producing written evidence of work

Use writing frames that limit the amount of writing required and help the writer to structure what they want to say. Consider developing alternative ways of demonstrating learning (e.g story boards, tape recording, oral reports)

Remembering times-tables

Use table squares Use learner’s strengths and main intelligence area Accept that some may never be learned and focus on the 2,5 and 10 times tables – use a calculator or number square for others

Low self-esteem

Create learning experiences in which success occurs more often than not Develop the “no failure, only feedback” ethos in which “mistakes” are seen as learning opportunities Use techniques such as “two stars and a

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wish”

Poor organisation

Have an organised classroom with resources labelled visually (as well as in writing) and a place for things learners need regularly Help learners draw up their own timetable using colours and pictures – one copy in school and one at home Provide an aide-memoire for repeated procedures or ask the learner to provide their own Make sure the process is fully understood – check with the learner

Specific visual/auditory problems

Multi-sensory teaching and learning will ensure you are teaching to student’s strengths

Difficulties with fine motor skills

Teach a cursive style from the start which will also develop the motor memory and help with spelling It is never too late to learn to write and especially to learn to hold a pencil/pen Encourage the use of a computer ensuring the appropriate keyboard skills are taught

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TIPS FOR THOSE WORKING WITH DYSLEXIC STUDENTS

1. A tool kit is very useful. This could include the following:

Highlighters as using colour helps dyslexics to focus and remember

Spare pencils (not having a pencil is a common work avoidance strategy)

Pencil sharpener – as above

Soft rubbers – dyslexic pupils rub out a lot!

Blank cards for on-the-spot joggers (e.g. key words, phonic rules, task

sequences, number facts etc.)

“well done” stickers or cards to send home for successful attempts

2. Try to encourage independent learning. Support as appropriate, challenge

sometimes and always have high expectations

3. Try to avoid the pupil having to copy from the board – handouts are preferable

4. Think about learning styles and support using the pupil’s style, rather than yours

5. Build in opportunities to rehearse and consolidate difficult ideas

6. Make links for the pupil – e.g. in history ask “did you see that double ee in Queen

Elizabeth” which we did in literacy?

7. Ensure that the class teacher understand the needs and confusions of each dyslexic

pupil – that will help with planning work

8. Familiarise yourself with the materials and equipment to be used in the lesson so

you can adapt in advance and feed into the lesson planning

9. Try to plan more than one way of doing the task – a multi sensory approach is ideal

10. Help pupils to break tasks down into manageable steps

11. Praise effort and focus on what has been achieved

Adapted from “How to Identify and Support Children with Dyslexia” by Chris Neanon

handouts for differentiation for send students · handouts for differentiation for send students...

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