QFT - Reasonable adjustments

From the section: Graduated Approach - Cognition and learning

In this section:

QFT - Reasonable adjustments

Making reasonable adjustments to the classroom environment can make a significant difference for pupils with social communication needs. The following ideas should be considered:

General:

  • Memory aids in classroom, e.g. Number squares, phoneme charts.
  • Adapted resources coloured paper, overlays, reading rules.
  • Avoid over cluttered worksheets.
  • Visual timetables used, personalised where necessary, ‘now and next’ prompts, learning mats etc. to support organisation and independent learning.
  • Visually supported learning environment.
  • Use of scribe, reader if necessary. 

English:

  • Pre tutoring new vocabulary and concepts.
  • Peer support where appropriate e.g shared and paired writing and reading.
  • Alternatives methods of recording, mindmaps, word processor, voice to text software, photos, voice recordings, laptop, well directed teaching assistants.
  • Explicit teaching and application of reading skills.
  • Differentiation resources, magnetic letters and maps, phonics games.
  • Opportunities to talk before writing.
  • Supporting writing with images actions, drama and modelled teacher writing.
  • Magpie words.
  • Open ended tasks to allow for success, find out what they know and do.
  • Structured phonics programme.
  • Multi-sensory resources and methods used to support the learning of spelling; use of word lists, spelling books, technical glossaries, root words, ‘word-building’, word families; develop knowledge of morphology and etymology; pre-teaching of important vocabulary.
  • Resources, writing slopes, pencil grips.

Maths:

  • Relating maths to real life situations and using concrete and pictorial representations to link with abstract concepts.
  • Teacher modelling.
  • Use of visuals and actions to support understanding.
  • Preprepared grid tables and graphs.
  • Multisensory and physical movement.
  • Rhymes, rhythms, tunes.
  • Stickers or markers to support left and right orientation.
  • Colour coded steps to support sequencing.
  • Adults repeat or modify the learning activity.
  • Resources used e.g. number lines, objects, counters, Numicon, Cuisenaire rods.

Memory:

  • Reduce cognitive load.
  • Ask the pupil to repeat the instruction.
  • Drawings to map out thoughts.
  • Use scaffolding and look for opportunities to remove over time.
  • Teach the child or young person strategies to reduce the cognitive load.
  • Notetaking, highlighting, skimming and scanning, mind mapping, visualisation.
  • Use of small memory aids, sentence starters, facts, calculation techniques.