Disorder/impairment

Difficulties

Strategies Use visuals for instruction, scaffold the delivery of the task, keep consistent routine in the delivery of tasks, If possible pre-expose students to the concepts being taught in the classroom, find numerous ways to introduce new concepts, incorporate the use of graphic organi ers and se!uencing tools, use visual strategy for turn taking in group work, allow varied methods of presentation of work, utilise apps noted for story telling that can incorporate photos and pictures"

Austism Spectrum Disorder

Understanding instructions, grasping new concepts, task focus, cooperatively working with peers

Speech and #anguage Disorder

Understanding verbal instructions, using verbal communication

Use visuals for instruction, scaffold the delivery of the task, partner the student with others of mixed abilities, If possible pre-expose students to the concepts being taught in the classroom, incorporate the use of graphic organi ers and se!uencing tools, allow students to draw or demonstrate visually their understanding, utilise apps noted for story telling that can incorporate photos and pictures" %ithin this unit we have incorporated varied learning tasks, when implementing reduce writing re!uired in tasks, allow students to demonstrate their understanding verbally or utilise apps for photo taking and voice recording of stories" %ith this unit we have consider how real activities, ob'ects, places, and people can be incorporated" (ake learning experiences as concrete, interactive, and multi-sensory as possible" Implement this by using real things, when possible, so the students can use all of their other senses to supplement their loss of vision" %hen presenting ob'ects to the student, be sure to provide plenty

Dysgraphia

$and writing and fine motor activities

&ision Impairment

Difficulties with following written instructions, understanding new concepts, following or completing new and unfamiliar tasks

of time and physical guidance to gently explore the ob'ect"

$earing impairment

Understanding verbal instruction, the introduction of new concepts

)nsure student is visual * you have their attention when delivering instruction, scaffold the delivery of instruction, pre-teach concepts, use visuals, use a buddy student for support, check for understanding, allow student to use visuals for presentation of work" .re--each new concepts, scaffold the delivery of instruction, use visuals, review the curriculum from the year below to modify set work, use cooperative learning strategies, explicitly teach and model the re!uired outcomes, utilise apps and technology to vary the culminative task"

Intellectual Disability+ ,lobal Developmental Delay

-ask focus, learning new concepts, understanding verbal instruction