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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 Aspergers, 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 Tourettes
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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NEOMORPHOSIS: [email protected]
Handwriting * * ? ?
Craftwork/practical tasks * ? ?
Tendency to drop things * ? ?
Involuntary movements (tics) ? ? *
Limiting motion to intended
part of the. body
* ? ? *
MemoryInformation
Storage
Following instructions in
sequence
* * ? * *
Following discussions, esp. in
group
* * ? * *
Short term
memory/forgetfulness
* * ? * *
Concentration/attention * * ? * *
Organisational Skills
Prioritising * * ? * *
Planning * * ? * *
Delegating * * ? * *
Multi-tasking * * ? * *
Social Skills/Behaviour
Timidity ? ? *
Misleading body language ? ? ? *
Interpreting others body
language
* * * *
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NEOMORPHOSIS: [email protected]
STRATEGIES FOR SEQUENCING DIFFICULTIES
Modify the task and/or time taken to complete it
Reward on task behaviours with brief breaks
Structure time and chunk down larger tasks
Provide frequent changes of activity
Be consistent in routines
Teach self-organising skills
Teach study skills including time management and strategies
for
managing resources
A well organised ring binder with a folder for every class
during the day
and lots of plastic pockets or pouches for essential materials
and
assignments
Written directions and a checklist of materials needed for
assignments
Send messages, reports etc. by post
Provide checklists
Well annotated weekly timetable including list of materials
needed for
lessons and home
Encourage students own strategies
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NEOMORPHOSIS: [email protected]
CHECKLIST OF STRATEGIES FOR STUDENTS WITH DYSPRAXIA
Remember that poor social skills and/or poor short term memory
will not
necessarily reflect the students intelligence
Avoid pressuring the student if they find the right words
Be precise and succinct in giving explanations/instructions
Relay important messages by post/email
Provide strategies for learning the difference between left and
right
Handwriting needs to be taught and practised
Let the student find their own handwriting style
Provide the student with a written outline of the lesson
Choose a classmate with good handwriting and copy notes to give
to the
student
Learn keyboarding skills
Provide pencil grips
Have left handed implements available
Ensure writing paper is lined
Provide computer access
Be consistent in storage of resources
Always mark work for content, not presentation
Be sensitive to the students difficulties especially with
knocking things
over, dropping things, slowness or organisational problems
Have realistic expectations of the students abilities with tasks
needing
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NEOMORPHOSIS: [email protected]
manual dexterity
Sit the student towards the front of the classroom, facing the
board
Have well thought out codes of practice and safety routines for
those
subjects requiring the handling of potentially dangerous or
delicate
materials or objects
Give instructions/information repeatedly for those students with
short
term memory problems
Remember students may have a poor sense of direction so work
out
strategies to avoid them getting lost
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NEOMORPHOSIS: [email protected]
CHECKLIST FOR LOW SELF-ESTEEM
Give role of responsibility
Encourage self-knowledge: preferred learning style/ least
preferred
/areas of strength /weakness
Reinforce success
Encourage student to acknowledge areas of success and
strength
Provide low visibility support
Discourage victim position
Encourage responsibility for self
Support goal setting: long term and short term
Set achievable targets
Mark for content not presentation
Involve student in making decisions about their own
education
Provide peer support
Make contact with local groups
Overcome blocks to learning
Teach relaxation techniques
Assertiveness training can be valuable
CHECKLIST FOR ORGANISATIONAL SKILLS
Enlist parental help in encouraging organisation, if
appropriate
Provide organisational rules
Encourage student to store work effectively
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NEOMORPHOSIS: [email protected]
Use colour to code work:
Paper/print/folders/dividers/stickers
Send any reports, messages etc. by post
Encourage neatness rather than penalising untidiness
Allow student to have an extra set of learning materials at
home
Give assignments one at a time
Assist students in setting short-term goals
Do not penalise for poor handwriting if visuo-motor deficits are
present
Encourage learning of keyboard skills
Uncluttered workspace
Checklist of homework supplies
All instructions for homework etc. to be given on paper
The use of detailed weekly timetables which include materials
etc. to be brought
to lessons
Encourage student to find own organisational strategies
Both the above adapted from Hyperactivity Handbook for Schools
by Harvey Parker
CHECKLIST FOR POOR ATTENTION SPAN
Shortened assignments or work periods to coincide with span of
attention
Use a timer
Brake longer assignments into smaller parts
Give assignments one at a time to avoid work overload
Require fewer correct responses to achieve grading/pass (if
possible)
Reduce amount of homework
Seat student near good role model
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NEOMORPHOSIS: [email protected]
Seat student in a quiet area, preferably at the front of the
class
Assist student in setting short term goals
Allow extra time to complete assigned work
Increase distance between students
Seat student near study mentor/buddy/class room assistant
Instruct students in self-monitoring
Pair written instructions with oral instructions
Provide peer assistance in note-taking
Give clear, concise instructions
Cue student to stay on task using a private signal
Seek to involve students in lesson presentation
Adapted from Hyperactivity Handbook for Schools by Harvey
Parker
CHECKLIST FOR IMPULSIVE BEHAVIOUR
Ignore minor, inappropriate behaviour
Increase immediacy of rewards and consequences
Use timeout procedure for misbehaviour
Supervise closely during transition times
Use appropriate reprimands for inappropriate behaviour (i.e.
comment
on the behaviour, not the value of the student)
Attend to positive behaviour with positive comments
Instruct student in self-monitoring of behaviour
Set up behaviour contract
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NEOMORPHOSIS: [email protected]
Acknowledge positive behaviour of nearby student
Call on student only when the response is appropriate (e.g. hand
raised)
Call on student near good role model or teacher
Provide non-intrusive visual clues
Physical proximity when talking to the student
With acknowledgement to Lesley Hirons and Dr. Val Chapman
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NEOMORPHOSIS: [email protected]
STRATEGIES FOR LANGUAGE FOR AUTISTIC SPECTRUM DISORDER (ASD)
PRAGMATICS:
Learn appropriate opening comments
To seek clarification or assistance when confused
Encourage confidence to admit I dont know
Teach the cues of when to reply, interrupt or change topic
Model sympathetic comments
Whisper in the students ear what to say to the other person
Use speech and drama activities
Use speech and dram activities on the art of conversation
Use Social Stories and Comic Strip Conversation as a verbal or
pictorial representation of the
different levels of communication
LITERAL INTERPRETATION
Think how your comment or instruction could be
misinterpreted
Explain metaphors and figures of speech
PROSODY
Teach how to modify stress, rhythm and pitch to emphasise key
words and associated
emotions
PEDANTIC WORDS
Avoid abstractions and lack of precision
IDIOSYNCRATIC WORDS
A genuinely creative aspect of Asperger Syndrome to be
encouraged.
STRATEGIES FOR TEACHING AND LEARNING FOR ASPERGER SYNDROME
The implications of having an AS student in the class:
- organisation
-study skills
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NEOMORPHOSIS: [email protected]
-classroom relations
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.
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NEOMORPHOSIS: [email protected]
GENERAL STRATEGIES FOR SUPPORT FOR DYSLEXIA
Identified area of need Support strategies
Slow, inaccurate reading
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
Dont 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 learners 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
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NEOMORPHOSIS: [email protected]
wish
Poor organisation
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 students 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
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NEOMORPHOSIS: [email protected]
TIPS FOR THOSE WORKING WITH DYSLEXIC STUDENTS
1. A tool kit is very useful. This could include the
following:
Highlighters as using colour helps dyslexics to focus and
remember
Spare pencils (not having a pencil is a common work avoidance
strategy)
Pencil sharpener as above
Soft rubbers dyslexic pupils rub out a lot!
Blank cards for on-the-spot joggers (e.g. key words, phonic
rules, task
sequences, number facts etc.)
well done stickers or cards to send home for successful
attempts
2. Try to encourage independent learning. Support as
appropriate, challenge
sometimes and always have high expectations
3. Try to avoid the pupil having to copy from the board handouts
are preferable
4. Think about learning styles and support using the pupils
style, rather than yours
5. Build in opportunities to rehearse and consolidate difficult
ideas
6. Make links for the pupil e.g. in history ask did you see that
double ee in Queen
Elizabeth which we did in literacy?
7. Ensure that the class teacher understand the needs and
confusions of each dyslexic
pupil that will help with planning work
8. Familiarise yourself with the materials and equipment to be
used in the lesson so
you can adapt in advance and feed into the lesson planning
9. Try to plan more than one way of doing the task a multi
sensory approach is ideal
10. Help pupils to break tasks down into manageable steps
11. Praise effort and focus on what has been achieved
Adapted from How to Identify and Support Children with Dyslexia
by Chris Neanon
