Curriculum considerations for communication and language disorders
Creative arts
Some students may need support with maintaining focus and may be overwhelmed by various materials and sounds.
Consider sitting the student next to another student who can encourage them to stay on track and provide feedback.
English
Some students may need support with reading and writing. Consider spending more time explaining new tasks or practising so that students have plenty of opportunities to learn.
It may be helpful to sound out or blend sounds with a student. Some students might need to repeat these many times. Check with a student’s speech pathologist or others on their support team for how best to help them.
Consider a variety of methods when teaching literacy skills. For example, combine verbal instructions with visual aids such as cue cards, flip charts or videos, or display posters and pictures on walls for students to refer to.
Start with simple literacy concepts (for example, how to pronounce a single letter) and as the student becomes more confident, introduce more complex ideas (for example, making full phrases and sentences).
Consider identifying what specific areas the student needs help with. For more specific strategies for literacy, refer to tips for teaching students with a specific learning difficulty.
Mathematics
Some students with communication disorders may find maths questions that use words challenging (for example, Jenny had five apples and ate one). Some may need more time to remember mathematical patterns (such as patterns in times tables).
Consider using simple words for maths questions and reducing the amount of written material within a question.
Visual aids such as picture cards, flip charts or posters that students can refer to quickly and easily, may be helpful.
Graphic organisers can help students understand the questions being asked, organise their thoughts, and visualise mathematical patterns.
Personal development, health and physical education
Consider pairing the student with another student who can encourage, guide and support them during activities. Clear expectations can be helpful.
A visual schedule that students can see at all times can help students transition from one activity to the next. Consider giving the student active roles to encourage participation.
Repeating instructions lots of times helps students process and understand what is being said. Consider how you give instructions and communicate.
Human society and its environment
Consider pairing the student with another student who can encourage, guide and support them during activities. Clear expectations can be helpful.
A visual schedule that students can see at all times can help students transition from one activity to the next. Consider giving the student active roles to encourage participation.
Repeating instructions lots of times helps students process and understand what is being said. Consider how you give instructions and communicate.
Science and technology
Some students with communications disorders may need more time to learn abstract scientific concepts. They may also take some metaphors literally.
Hands-on activities that use multiple senses (for example, touch and smell) may support a student’s learning. Consider pairing the student with another student to give guidance and support. Picture books may help students understand key concepts.
Regularly check in with the student to see if they understand what they need to do. Consider allowing more time for students to complete tasks.
Safety is an important consideration and some students might benefit from computer software or modified keyboards.
Languages
Assess whether learning a language will be advantageous to students, on a case-by-case basis. If they are learning a language, focus on their areas of strength and build from there.
Some students might need more time and multiple repetitions when learning. Working collaboratively may benefit students.