As any diagram or flowchart depicting the Graduated Approach to supporting children with SEND will tell you, most pupils with additional needs can and should have their needs met in the classroom through high quality inclusive approaches to teaching and learning. Experience tells me though that practices vary dramatically from one classroom to the next, with some teachers seeming to pull it off without even thinking, and others struggling to differentiate at all, possibly having never really been encouraged to reflect on their own attitudes and teaching methods.
There really are hundreds of little ‘quick fixes’, resources and considerations that can be used to eliminate SEND pupils’ barriers to learning and to increase independent access to curriculum tasks, and so there certainly isn’t space for all of them here! But, the grid below could give you a few helpful hints, tips and links to make your classroom much more inclusive.
Whilst the ideas are grouped according to the primary area of need they support, many overlap and so will be of benefit to other learners. Having said that, you will perhaps need to exercise a bit of professional judgement about the appropriateness of the suggestions for the ages of your pupils. Anyway, why not choose three or four and try them this week, or share the list with your colleagues so there is a joined up approach in your setting or department. Good luck!
iQFT strategies to support pupils with fine-motor and writing difficulties
- Provide a range of writing implements and pen-grips in the classroom – policies which exclude these are not lawful!!
- Allow pupils to use wide-lined paper/books or those with ‘guidelines’ to support letter placement – don’t take these away too early either.
- Provide plenty of time for discussion before asking pupils to write.
- Scaffolds, cloze and writing frames should be used to reduce the amount struggling writers are expected to produce in the same time period as their peers.
- Sentence/paragraph starters will help pupils get started and to organise their work.
- Teach mind-mapping as a planning tool. (Free online tools such as X-Mind are useful for older pupils too.)
- For extended writing, consider allowing alternative methods of recording e.g. voice-to-text/dictation software, laptop etc.
- Provide graph outlines and don’t expect them to draw tables…it is soul-destroying for some!
- Consider support in tests/exams: would a scribe or assistive technology be appropriate?
iQFT strategies to support struggling readers
- Differentiate reading matter – consider simplifying polysyllabic words and shortening sentences. (This doesn’t have to ‘dumb down’ content.)
- Check the readability of a text using an online checker.
- Pre-teach new or more complex words ahead of them being encountered in a class text or homework task.
- Consider spacing and font on worksheets: use 1.5 line spacing and stick to simple, unfussy formatting.
- Make reading rulers available to support focus and tracking.
- Don’t be afraid to allow pupils to use assistive technology such as scanning pens and text-to-speech software (e.g. immersive reader, Orato etc.)
- Think about whiteboard presentations: use a pale coloured background and use different colours on alternate lines to aid visual tracking.
- Ensure a reader is provided in tests/exams: the disadvantage of being a weak reader needs removing from the equation.
iQFT strategies to support pupils with language-related needs
- Keep classroom language straight-forward and avoid ambiguity and sarcasm.
- Don’t assume knowledge of vocabulary – especially tier 2 words.
- Introduce tier 3 subject-specific vocabulary with visuals/multisensory activities – dual-coding increases the likelihood of it being remembered.
- Sometimes repetition at a steady pace is a better option than a re-explanation – be prepared to do both though!
- Provide key word mats (or knowledge organisers) preferably with visual cues and glossaries for easy reference on tables.
- To check understanding, ask pupils to repeat back key learning points, vocabulary or instructions.
iQFT strategies to support pupils with slow processing
- Provide extra thinking time and never interrupt with further questioning.
- Give pupils time to discuss answers to questions with a talk-partner before asking them to respond.
- Reduce expected output: do they really need to complete ten questions? Won’t eight do?
- Scaffold other aspects of a task (e.g. writing) to create additional thinking/processing time.
- Do not put them under pressure to respond quickly in maths – evidence suggests this can cause pupils to switch off at a young age and feel demotivated in this subject in particular.
- Ensure extra time is provided in tests and exams.
iQFT strategies to support weak auditory and working memory
- Minimise instructions to no more than two or three at once and always issue them in the order they need to be completed.
- Ideally, leave them displayed on a whiteboard or visual planner somewhere easily accessible.
- Pair with a memory buddy: someone sensitive they can ask for reminders from.
- Consider using recording devices for those who will forget instructions and key information (Talking Postcards are a good example.)
- Ensure homework tasks do not require reliance on lesson content: provide a copy of notes/info, as necessary.
iQFT strategies to support pupils with attention and concentration difficulties
- Make learning as multi-sensory and as interactive as possible to increase engagement.
- Always pair with good role models.
- Seat away from ‘passing traffic’ and sources of distraction e.g. windows.
- Provide short, achievable tasks.
- Give clear time-frames for completion of tasks and build in rewards, as appropriate.
- Provide fiddle/fidget toys with agreed guidelines for use.
- Provide regular movement breaks – see Active Classrooms booklet for ideas.
- Ensure short rest breaks (away from the classroom) are taken in tests/exams.
With lots of experience supporting school improvement, particularly in relation to differentiation, I would welcome the opportunity to talk with you about how to make your setting more inclusive. Please click here to complete a contact form and I will get back to you immediately for an informal discussion about possible next steps.