Supporting students

In my current setting, 20% of the student population have IEPs with diagnosed learning disabilities, physical or intellectual disabilities. On top of that, you could predict that 5-10% of the population is ‘gifted’. So differentiating is a necessity.

Here are some general ideas for scaffolding tasks to support students (most of them are just good teaching -see universal design):

  • Provide verbal and written instructions
  • Break big tasks down into steps or stages
  • Allow to type, dictate, verbalise or creativity present rather than write 
  • Fill in the blanks rather than copy huge slabs of text 
  • Q and A rather than essay style
  • Allow hands-on concrete learning before abstract
  • Relate to self and own experiences before generalising
  • Give a glossary of terms
  • Use self and peer drafting/checking strategies
  • List lesson objectives specifically 
  • Show the lesson schedule (advance organiser)
  • Use card match ups for definitions or concepts rather than reading them out
  • Use food (especially in modelling abstract concepts) to represent items in a concept
  • Uae analogies to explain, along with metacognitive prompts and cognitive strategies (like mnemonics) 
  • Provide audio, video, visual (words and/or pictures) to present the same content

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