Please remain mindful that your PDW groups will include a wide range of neurodiverse learners, most commonly students with challenges related to processing speed, reading, numeracy, and concentration. There are also students on the autism spectrum. Moreover, these strategies will also be helpful for our many students for whom English is not a first language.
The Learning Support (LS) team will reach out to trip leaders with advice and extra documentation for students who require specific accommodations and attention. However, for overall group support, simply being mindful of the likely needs within any large group of students will have a positive impact.
Below are some key reminders, which can also be shared with local guides:
Instructions & Communication
Do not assume that quickly delivered verbal instructions will be understood by all students. Assess comprehension frequently and give students opportunities to check understanding with you and peers before moving on.
Reinforce key information (e.g., meeting times, addresses) using tools such as Google Chat or other written formats.
Keep instructions short and repeat them often.
Group Management
When possible, when delivering important information, reduce group size by working in smaller teacher-to-student ratios. This allows for clearer delivery of information and easier comprehension checks.
Use a buddy system, particularly for students who may struggle with timetables, money, or navigating transport systems.
Written Materials & Time Management
Allow sufficient time for students to read written materials and ask clarifying questions.
Allow extra time for students to complete or review any required written work.
Provide precise time-related instructions: use exact times (“We’ll meet at 10:20”) rather than vague estimates (“We’ll meet in about 15 minutes”).
Learning
Share daily activities in simple, visual formats (e.g., timelines, photos of landmarks) that can be easily accessed on phones.
Allow multiple ways to engage in learning tasks, such as sketching, recording an audio reflection, or taking photos, instead of only writing.
Well-being & Preparation
Build in opportunities for quiet time breaks in the itinerary. Communicate this during planning so students know to expect them.
Offer pre-trip meetings where students can ask questions or raise concerns.
Consider the fact that some students may find crowded places like airports particularly challenging to be in, and may struggle to follow important instructions delivered loudly by a teacher to a large group. Using several adults in the group to deliver key instructions to smaller groups can be very helpful.