Some students have difficulty coordinating their ‘articulators’ – tongue, lips, jaw and palate. This creates difficulty planning speech movements. This may create academic or social stress. Don’t assume that the quality of speech is necessarily linked to academic ability.
Provide notes with key terms highlighted.
Graphic organisers to show relationships between concepts.
Use visual aids with clear, written instructions.
Intersperse easy and difficult demands on an 80/20 basis (gradually increase).
Use literal language.
Present lessons in sequential order, in small, achievable steps.
Begin lessons by presenting both the long-term goal and the short-term objective.
Strengthen the connection of tasks assigned to applications in the real world.
Provide input in short bursts with frequent stopping points for practice.
Use visual organisers to provide an overview of the long-term task.
Ask questions which requires short answers or Yes/No responses.
Substitute written work for oral presentations.
Use multimodal instructions and activities.
Provide written outline of main points prior to test.
Communicate with parents and/or the student for specific advice regarding therapies, skills and interests.
Collect annotated work samples in a variety of formats.
Allow pointing or identifying rather than formulating a response verbally.
Seat student near you to help with questions or instructions.
Organise non-verbal signals for when student requires help.
Be patient- let the student finish own sentences.
Prepare student for transitions and change.
Teach peers to use communication devices and signals if appropriate.
Offer materials to peer tutors and SLSO to preview.
Seat student beside a peer to cue them to a task or instruction.
Arranged for choice in assessment and presentation of information
Broken tasks down into smaller, manageable steps?
Provided explicit group roles for peer tasks
Adapted assessment materials to include multiple choice and short-answer questions?
Provided assistive technologies?