Curriculum considerations for communication and language disorders
Some students with communication disorders may be easily distracted and overwhelmed by various materials and sounds. Consider how the environment can be set up to reduce this.
Some students with communication disorders may need extra support with reading and writing. Consider spending more time explaining new tasks so that students have plenty of opportunities to learn.
It may be helpful to provide the student with a small list of words they may come across in a book reading or English topic. Consider providing this list in advance so they have time to learn them, and talk with them about any words they are unsure of.
Consider communicating using various methods when teaching literacy skills. For example, pictures that outline a plot twist may help.
Consider identifying what the student needs help with. For more specific strategies for literacy, refer to tips for teaching students with a specific learning difficulty.
Some students may find mathematics questions that use words challenging (for example, Jenny was given a fifteen percent discount on a shirt). Some may have difficulty remembering mathematical patterns (such as patterns in times tables). They might also have trouble understanding mathematical quantities (such as greater than or less than).
Consider how you give instructions and communicate.
Consider allowing more time to learn skills and understand concepts. It may be helpful to break down key learning concepts and activities into smaller but challenging sequences, or to start with basic concepts before moving on to more complex ones.
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.
Assess whether learning a language will be of advantage to students, on a case-by-case basis. If they are learning a language, focus on areas of strength and build from there.
Some students might need more time and multiple repetitions. Work collaboratively.
Personal development, health and physical education
Consider pairing the student with another student who can guide and support them during activities. Read more about guiding students to balance their own workload when supporting a peer.
Clear rules and expectations can be helpful. Consider giving the student active roles to encourage participation.
Consider how you can reduce the amount of instruction given at a time. It may be helpful to present instructions 2-3 steps at a time so that students can easily follow.
Repeating instructions helps students process and understand what is being said. Consider how you give instructions and communicate.
Human society and its environment
Consider how you give instructions and communicate. Some students with communication disorders may benefit from additional relevant and concise web-based resources and games.
Promote active involvement through small group activities and role-plays.
Some students may find abstract scientific concepts challenging. 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. Rotating partners can provide opportunities for a student to develop a range of friendships with others.
It may be helpful to provide the student with a small list of words they may come across in science. Consider providing this list in advance so they have time to learn them, and talk with them about any words they are unsure of.
It can be helpful to check in with the student to see if they understand key learning concepts and terms, and what they need to do. Consider allowing more time for students to complete tasks.
Some students might benefit from computer software or modified keyboards.