Where a pupil is working below ARE. This maybe an indication of an underlying cognitive difficulty eg poor working memory, information processing
Next steps for learning derived from what the pupil can already do – refer back to earlier stages where needed - revisit work or prior learning
Clear identification of learning gaps and prioritise fundamental skills through regular assessment and interventions
Key words /vocabulary emphasized when speaking and displayed visually with picture cues
Pre-teach subject vocabulary and display where the pupil can easily access – use word mats
Consider the level of difficulty of any text the pupil is expected to read/engage with
Specifically teach sequencing as a skill eg sequencing stories, alphabet
Resources, equipment, homework diaries use consistent symbols and colour coding eg colour code word walls in alphabetical order
Use alternative ways to demonstrate understanding eg mind maps, voice recorders, close procedure exercises, IT software
Use of subject specific resources eg. alphabet strips, key word mats, phoneme mats, number lines, manipulatives, reader pens
Work with a scribe - paired work
Use of IT programmes to reinforce or revise what has been taught
Have whiteboards/pens available to support – try out spellings, record initial ideas
All text ( worksheets, powerpoints, IWB screens etc.. ) presented clearly and uncluttered, use bullet points, clear font, diagrams, pictures to add meaning
Don’t ask pupil to read aloud in class unless they are comfortable with this and pre-prepared
Additional time to complete task or modify expected outcomes if necessary
Reduce memory load – teach and model memory techniques, lesson chunked
Use different coloured pens to support learning spellings, identify different sections of text, one colour for each sentence, etc.
Mark starting point of each line with a green dot/paperclip as a visual clue
Minimise copying /reading/working from the board - give the pupil their own copy/highlight key areas
Teach pupil how to use planners, task lists, etc.
Teach keyboard skills / touch type programme (eg. BBC dancemat / Nessy Fingers)
Provide and teach use of writing frames to aid organisation
Carefully consider timings of activities eg extending time, chunking, shortening time
A student with a specific learning difficulty (SpLD) is as able as any other student, except in one or two areas of their learning. For instance, they may find it difficult to recognise letters, or to cope with numbers or reading. They maybe able to do something one day then forget it the next. There are many different types of SpLD, the most common are :
Dyslexia
Dyspraxia – motor difficulties
Dyscalculia - difficulty with mathematical calculations
Consider best place to sit – away form distraction eg chatty friends, window – near teacher
Short tasks and clear expectations and explanations
Use of an egg timer/digital timer on desk to complete tasks eg you have 5 minutes
Split lesson into shorter chunks with movement breaks
Use the child’s name and refocus as lesson progresses eg what have you done so far? next you should…
Use visual checklists for lesson beginnings and endings – tick list to tick/cross out when each task is complete or use now and next
Ensure they understand task, ask them to repeat back task
Use task ladders
Lots of praise for effort – have they achieved target set for lesson
Consider using screens to separate working spaces – look at classroom layout
Organisation difficulties can be part of several difficulties. Particularly dyslexia/ dyspraxia/ADHD, and being disorganised could be a result of a more complex need.
Monitor homework planner to make sure homework is written in—or print off homework to be stuck in / write in planner. Allow students to take a picture of homework written on the board so parents have accurate recording of homework and ensure pupil has materials needed
Prompting them with the more difficult tasks or breaking them down to organise ideas
Establish clear routines for lessons and tasks eg handing in work / homework
Provide folder for worksheets / time to stick in book
Use prompt sheet / reminders for tasks so student knows how to approach routines or tasks eg what order to get ready for PE, what to take home at the end of day - may include visuals
Poor memory is often a result of another need, for example, students with dyslexia or a speech and language difficulty will often have difficulty with either retaining information or retrieving information. Poor working memory (for example the ability to hold information in your head and manipulate it mentally) can often be mistaken for low intelligence. Poor working memory impacts students as they need this on a daily basis for a variety of tasks in school such as following instructions or remembering what to write down.
Use visual task list/written instructions to allow student to tick off once task is complete or refer back to
Use clear instructions and short tasks, and refocus after 5 minutes to ensure the student knows what to do and ‘Chunk’ information into 2 or 3 pieces maximum
In order for information to be stored to long term memory the information needs to be linked to something meaningful link to existing topics / information / create vivid personal examples that students can relate to; this will help recall in the future
Use mnemonics to help remember e.g., Richard Of York Gave Battle in Vain—allow students to create their own - perhaps even draw pictures to link to them
Make visual records of ideas and key words—use mind maps
Record ideas and listen back to them to help revise
Make key word cards with definitions—use at beginning of lessons to revise key ideas—keep it short and sharp and revise them every so often to help store in long term memory
Use cards - write question on one side/answer on the other—ask students to test each other
Small group multisensory phonics programme eg Read Write Inc, Little Wandle
Additional multi sensory follow up lessons eg using plastic letters, phoneme frames, dictation
Daily1-1 reading/spelling using a bespoke programme eg Reading Recovery, 5 Minute Reading Box, 5 Minute Number Box
Small group interventions eg Better Reading programme
1-1/small group memory skills work - memory games eg Dobble, Boggle, pairs, Kims Game
Memory Magic
Support for pre-teaching/revising consolidating concepts or vocabulary
Toe by Toe
SNIP
Stride
Stairway
PRECISION Teaching
Whole Word Approach to Reading
Ruth Miskin – Fresh Start
IDL – Indirect dyslexia Learning
Lexia
Numicon
Switch on Reading
Life boat
Speed Up
Accelerated Reader
Fun Fit
Reading Plus
Plus 1 Power of 2
Dough disco
Write from the start
The Dyscalculia Toolkit for ages 6-14 years by Ronit Bird
The Dyscalculia Resource Book games and Puzzles for ages 7-14 by Ronit Bird
Overcoming Dyscalculia & Difficulties with Number for ages 9-16 by Ronit Bird
B Squared
PIVATS
Dyslexia screeners - various
Visual Stress Assessment Pack – Crossbow Education
SNAP
Sandwell 1 Sandwell 2 – for maths
Numeracy Screener by Daniel Ansari
BPVS
Dyscalculia checklist by Steve Chinn
The Dyscalculia Assessment by Jane Emerson & Patricia Babtie