SPECIAL NEEDS HUB

Simple Strategies 

 

ADHD

 

Use positive reinforcement like praises for every effort made to motivate the student to perform good actions in class or at home.

 

Teachers/parents to set realistic expectations according to the student's abilities and avoid comparison with other students.

 

Give opportunities to expend energy through physical activity or channelling energy into acceptable venues.

• Cleaning the board

• Carrying books/IT equipment/files

• Helping to collect books/files

 

Remove distractions and make the environment work for him.

• Seat the student near the front/side of the class to make it easier for the teacher to get his attention, monitor his behaviour and respond to his behaviour

• Seat him next to a mature, responsible and tolerant student who can be a role model/buddy for him

 

Teach the student to self-regulate. Options include the following:

• Going for toilet break

• Sending the student on errands

• Giving the student opportunities for self-expression and presentation of answers

 

Get the child's attention.

• Speak in clear and concise statements that are easy to understand.

• Get the student to repeat back the instructions to ensure he has heard it correctly.

• Use non-verbal signals to get attention such as a tap on the shoulder or desk

• Get the student to put up his hand before speaking/

 

Break up big tasks into smaller parts and give short breaks in between periods of work.

 

 

Autism Spectrum Disorder (ASD)

 

Since student with ASD learns best through modeling, pair him/her up with a positive role model

to motivate the student to perform good actions in class.

 

Praise specifically : Focus on his strengths rather than his weaknesses.

 

Pre-teach rules and expected behaviours before the student is expected to apply them i.e. 'What to do', 'What not to do', 'Rules', 'Define consequences (if….then)' and 'Social Options' in managing the student's behaviour

 

Visual learner : responds to written instructions

 

Teachers to use a completed model : show a completed version of the task/ assignment they want the student to do to show expectations/requirements.

 

Teach the student to self-regulate. Options include the following:

• Going for toilet break

• Sending the student on errands

 

Giving the student opportunities for self-expression and presentation of answers.

 

 

Dyslexia

 

• Learning support in subjects like Mathematics and English to help him/her in understanding the concepts.

 

• Teach study skills specific to the subject area organization (e.g. assignment calendar), textbook reading, notetaking (finding main idea, detail, mapping, outlining, skimming, summarizing).

 

• Provide information in small chunks with time to review work. Do not overload them with too much information. Make sure the information is well-organised and presented in a clear and precise way, with no ambiguity.

 

• Ensure your instruction is direct and clear. Dyslexic children have trouble with both oral and written instructions. Give only one or two oral instructions at a time and when giving written instructions, make sure you are certain that they can read all the words in the directions.

 

• Encourage students to repeat what you have said, paraphrasing it in their own words. You will then get an idea of how much they understand and they get to hear their own voice which research shows is one of the most powerful stimuli for learning.

 

• Use visual prompts to support the spoken word even if it is just eye contact and body language.

 

• Re-organise information visually, using graphic organizers, pictures, maps, etc.

 

• Enlarge text where appropriate and use fonts that are clearer. Arial, Comic Sans and Tahoma are the clearest. The recommended font size is 14.

 

• Ensure clear formatting for test papers. Avoid making test papers too text dense.

 

• Memory jogger cards. These should be tailored for each child and have on them key word or key facts they need to remember. These words could be reinforced by pictures.

 

• Try coloured paper instead of white. Some students with dyslexia find it easier on the eye.

 

• Encourage the use of highlighters to highlight keywords and key points.