SEND

Cognition and Learning|Processing

Tools and tips

I have listed the two main types of processing difficulty below these are closely related to memory difficulties especially Working Memory. I have found that students generally have one or the other and the other is often compensating for the loss of one channel. However sometimes students have both auditory and visual processing difficulties.

Auditory Processing Difficulty

Students with this difficulty typically struggle with phonics, verbal instructions, and read aloud activities. Usually they rely on visual written processes. They often fail to carry out all instructions, are last to get started, struggle with noisy classrooms and situations. They may also struggle picking up new vocabulary particularly the sounds and pronunciation of words. They can often become overly tired towards the end of the day. Support these students by giving them paper to take notes, providing them with written numbered instructions, poster your classroom routines, gently prompt them when you need them to start or give them reminders to what you need them to do. Offer a mix of both visual and auditory information.

Visual Processing Difficulty

Students with visual processing difficulties may or may not have glasses. Students with glasses depending on what age they received them could have developed visual processing difficult as a result of difficulties with sight. However students can also have perfectly good eye sight and still have visual processing difficulties and difficulties often go unnoticed. These students are often slow to finish work and struggle to get to the end of assessments. Students with these difficulties may struggle with written text both in terms of tracking and holding multi-part sentences in their memory. They may struggle with busy text books and worksheets, they can often look confused when given work. They may complain of headaches and tiredness. They may also struggle with keeping facts in their head as they will tend to rely on auditory memory to compensate. Therefore offer these students verbal instructions and simplified versions of worksheets. Minimize posters and keep classroom walls orderly as a a chaotic wall can often create visual chaos for these students. They may also struggle with sequencing (see below)

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Give enough time

Students with processing difficulties often need additional time to think through a response or a new piece of learning. Research suggests that teachers typically only give students about 2 seconds of thinking time after they ask a question. It would benefit most students if when you ask a question you leave a short pause (slowly count to 10) and try to wait for a response. Students also may need gentle promoting as they may struggles to keep up with the pace of the lesson. It is not they are not listening, it is that they can't keep up.

Provide opportunities to over-learn

Students who struggle to keep up with work in class will need opportunities to review materials in their own time. Try to provide handouts, guided support before/ after school, planned homework that may or may not be different from the rest of the class. You can also encourage students to get a head start on a topic by providing them and parents with an overview of what you will be covering with them. Practice Practice Practice

Sequencing

Students with processing difficulty often struggle with sequencing events and information, this can mean they get mixed up, struggle to think through a multi-step problem (this may mean they get stuck in a behaviour pattern). Try to reduce overload by limiting choice or providing written numbered instructions.

You could also support development of processing by using frames and activities that order events. (such as timelines and card sorts, (Finger Twister, Scoot (In Toolbox))).

Put into context

Students with processing difficulties often struggle with abstract concepts and need to link learning to something that is meaningful to their life. Where ever possible use multiple channels for learning to try to put learning into context, video clips, drawing, tactile objects, Scoot etc.

Allow extra time for exams

If the student has been tested for processing difficulties, you are able to explore their need for additional time up to 25% for exams and assessments. This will help the SENCO build up a picture of need for the student so they can officially be granted accessibility arrangements in formal tests.

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