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ELT Special Needs Teaching Tips - Coggle Diagram
ELT Special Needs
Teaching Tips
Behavioural, Emotional and Social Needs
Attention Deficit Disorder
Student performance
Avoid distractions
Teacher performance
Keep instructions simple
Make eye contact
Call students by their names
Provide clear routines and rules
Reinforce positive behaviour
Attention Deficit Hyperactivity Disorder
Student performance
Allow them to move around
Sit in front row
Teacher performance
Avoid public punishment
Avoid competition
One task and question at a time
Multi-tasking teaching techniques
Work with social inclusion and interaction between SS in class
Develop confidence and self steem
Sensory and Physical Needs
Visual Impairment
Materials
Provide stds with their own copy of the text
Format
Modified enlarged and Braille
Maximise listening activities
special equipment
Enlarged print dictionaries, lights, talking scales.
Student performance
Check the optimum position for the learner
Use of ICT
Enlarged icons, talking text, keyboard skills
Classroom environment
Floor free of clutter
Quiet
Maximise listening
Teacher performance
Do not stand with your back to the window
It makes it harder for the learner to see you
Explain the context of the activities
Tell the learner if there is a change to the layout of the classroom
Verbally described everything that you're doing
Hearing Impairment
Materials
Lists of vocabulary, copies of tape scripts, context and visual clues.
Classroom environment
Reduce background noise
Teacher performance
Don't stand with your back to a window
The light has to fall on your face and lips
Indicate where a learner is speaking
one speaker at a time
Student performance
Seating position
See the ts' face for expressions and lip-reading
Physical Disability
Classroom environment
clutter-free and easily accessible
Ensure that there are clear evacuation procedures in place
They must be communicated to everyone at school
Student Performance
Extra space for writing answers on worksheets
Respond on individual whiteboards.
Communication and Interaction Needs
Autism Spectrum Disorder
Classroom environment
As calm as possible
Student performance
Sit in the same place each lesson
Teacher performance
Give a plan for each lesson to the learner
Warn the learners about any changes to their routine
avoid using too much eye contact
It can cause distress
Avoid using metaphor or sarcasm
Use simple clear language
Asperger Syndrome
Calm environment
Clear instructions
Avoid sarcasm/ metaphors/ loud noise
Cognition and Learning Needs
Dyslexia
Materials
Ensure that writing is well spaced
Recorded information
audio recordings, mind maps, pictures
Provide photocopies notes, printouts, lists of spellings and highlight or underline key phrases
Photocopies should be made on off-white paper
BIG FONT (arial or comic sans)
From easiest to harder
Combined presentations: visual+verbal
Classroom environment
Allow the use of technology
Student performance
No public reading
Close to the teacher
Oral work prioritized
Teacher performance
Give clear, precise instructions
Follow verbal instructions up with a written text
Use different colours for each line on the board
Provide lesson plan
Repetition/ revision
Promote discussion in class
Dyspraxia
Materials
Use computers to record work
Worksheets with spaces for answers
Use different coloured pens for each line written on the board
Fill-up activities
Student performance
Minimise handwriting
Ensure they're sitting in an upright position with both feet resting on the floor
Teacher performance
Repeat verbal instructions several times
Keep them simple
Break down tasks into small chunks
Signpost the different stages of the lesson
Conduct a review stage near the end