Make sure any pupil who has glasses wears them. Seat visually impaired children close to the blackboard, screen etc. Think about the lighting, decor and organisation of the room.  Ask the visually impaired child what is best. Consider a desk lamp for more seriously visually impaired child. Supply taped instructions or enlarged text where necessary. …
Read More Teaching pupils with a visual impairment

Accept the student “as is.” The tic is not deliberate nor an attempt to get attention or disrupt the class. Similarly, other behaviour that is not related should not be excused. Observe and record behaviour on both a short and long term basis. If it is acceptable to parents and the student, explain to the …
Read More Teaching pupils with Tourette’s Syndrome

Children with spina bifida and hydrocephalus have co-ordination and perception problems because they are not as active as other children and their balance is not good.  They may need help to learn how to use different eye movements such as skimming and scanning. They may need practise in learning to direct their eyes left, right, …
Read More Teaching pupils with Spina Bifida and Hydrocephalus

Auditory Processing Problems Expressive Disorders Receptive Disorders (Elective) Mutism Teach prepositions one at a time, perhaps using visual reinforcement. Use gestures, repetition and choose words at the child’s level of difficulty. Talk to pupils as much as possible, using slower speech rate, shorter remarks, simpler sentences, repetition, exaggeration and gestures. Choose questions carefully giving pupils …
Read More Teaching pupils with speech and language difficulties

Focus on what is done well and give praise and encouragement. Be wary of asking pupils to read aloud in a large class. If necessary for oral assessment etc. give them cue cards with small amounts of text rather than one long block of text. When marking tick the correct work – don’t highlight all …
Read More Teaching pupils with SLD (Dyslexia)

Encourage children to be independent; support them when they use their initiative. Try and encourage them to respect the opinions and ideas of others. Although very intelligent, these children still need to be socialising with their peers; encourage them to take part in pair, group and other learning groups. Encourage them to reflect on their …
Read More Teaching gifted pupils

Be aware of background noise. Make sure that you have the child’s attention before starting to talk. Eye contact is important; with young children you may have to get down to their level. Speak clearly, naturally and do not shout. Face the child and maintain a distance between you of about 1 – 2 metres …
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Do not leave pupils with epilepsy out of any activity unless they have been medically restricted – even non-educational activities are covered by the Disability Discrimination Act. Although a very small minority of pupils with epilepsy are photosensitive and might be affected by computer screens, this is not a reason to exclude all pupils with …
Read More Teaching pupils with Epilepsy

If a child is in a potentially disturbing situation, try to remove him/her from it. E.g. If he/she is being confronted by another child in the class, divert his/her attention by asking him/her to fetch someone for you.Make sure all staff that are likely to be in contact with the pupil are aware of the …
Read More Managing emotionally disturbed pupils

With a young child make sure all adults who are in contact with him/her know that she/he should not be eating flour products.  It might be a good idea for schools only to allow eating in certain supervised areas. Have some gluten-free biscuits handy in case he/she forgets his break. Use science and other aspects …
Read More A child in your class with Coeliac Disease