1 NEOMORPHOSIS: [email protected]HANDOUTS FOR DIFFERENTIATION FOR SEND STUDENTS The following table attempts to show the manifestations linked to each of the neuro-divergent conditions./ Nobody is likely to have a problem with everything associated with his or her particular conditions. Someone who is not significantly, say Asperger’s, could still have one or two of the manifestations associated with that condition. The * sign signifies a definitive problem area, whereas the ? sign indicates a possible problem area. Dyspraxia Dyslexia Dyscalculia ADD/HD Asperger Tourette’s Problem Areas: Perception Reading, spelling, written expression ? * ? Numbers and arithmetic * Interpreting visual images * * ? Sensitivity to touch, light, taste, pain, sound ? * Judging time, distance, space, speed * ? ? Communication Constructing communication. in your head * ? Planning/writing essays * * ? ? ? Being succinct * * * * Brain working at greater speed than mouth or hand * * * Speaking too loudly/softly * ? * ? Diffs. With pronunciation * ? ? Controlling voice pitch/tone * ? * ? Gross and Fine Motor Skills Team sports * ? ? ? Bumping into things * ? ? Hand/eye co-ordination * ? ?
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HANDOUTS FOR DIFFERENTIATION FOR SEND STUDENTS · handouts for differentiation for send students The following table attempts to show the manifestations linked to each of the neuro-divergent
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important that fellow students understand the AS behaviour
will pre-empt problems
Homework and assignments-written directions and a checklist of needed materials.
AS may do the wrong thing or may panic if s/he does not understand what is to be done.
Organisational difficulties may mean appropriate materials/equipment not on hand.
Highlight and organise important information.
E.g. the directions for a test and/or important sections of a book for revision purposes.
Reorganise worksheets to give a few problems/activities on each possible.
Many pages with one activity and lots of white space is much less daunting and stressful than one worksheet with small writing and lots of activities.
Make no assumptions that implicit information has been recognised or understood.
Reference to “theory of mind”-AS unable to impose meaning on their experiences and lack the independent capability to understand what many activities mean. Underlying themes, reasons or principles usually unclear to them-they need to be clearly and specifically identified in each subject area.
Support the teaching of abstract concepts with the support of visual clues- e.g. pictures, diagrams, written words etc.
Because AS have little or no skills with abstract thought, visual clues can support the teaching of it.
Make instructions specific and concrete. Make sure the student understands what has to be done.
You may have to give a set of directions given in a different way to the rest of the class (e.g. in more precise language.)
Use very precise language.
You would be surprised what you say which is imprecise or ambiguous.
If using essay-type question, make sure the student can answer:
-What am I expected to do?
-How much am I expected to do?
-How will I know when I am finished?
-What do I do next?
Wherever possible, adapt the subject content to straightforward facts and descriptions
It is especially important that the title is as straightforward as possible.
Avoid asking the learner to read out loud If a reading book is involved put it on tape to familiarise the learner with the text – familiarity can breed the confidence that enables the student to have a go themselves
Loses place in text
Use a line marker or ruler Reduce or avoid copying from the board If it is not possible begin each line with a different coloured dot to make tracking easier
Difficulty in following instructions
Give instructions in short, manageable chunks Encourage rephrasing of the instructions in the students’ own words to ensure they are understood
Inconsistent performance
Don’t say “well you knew it yesterday” – patience is the best strategy
Problems with producing written evidence of work
Use writing frames that limit the amount of writing required and help the writer to structure what they want to say. Consider developing alternative ways of demonstrating learning (e.g story boards, tape recording, oral reports)
Remembering times-tables
Use table squares Use learner’s strengths and main intelligence area Accept that some may never be learned and focus on the 2,5 and 10 times tables – use a calculator or number square for others
Low self-esteem
Create learning experiences in which success occurs more often than not Develop the “no failure, only feedback” ethos in which “mistakes” are seen as learning opportunities Use techniques such as “two stars and a
Have an organised classroom with resources labelled visually (as well as in writing) and a place for things learners need regularly Help learners draw up their own timetable using colours and pictures – one copy in school and one at home Provide an aide-memoire for repeated procedures or ask the learner to provide their own Make sure the process is fully understood – check with the learner
Specific visual/auditory problems
Multi-sensory teaching and learning will ensure you are teaching to student’s strengths
Difficulties with fine motor skills
Teach a cursive style from the start which will also develop the motor memory and help with spelling It is never too late to learn to write and especially to learn to hold a pencil/pen Encourage the use of a computer ensuring the appropriate keyboard skills are taught