Plan and use multi-sensory teaching approaches – multiple senses including hearing, tactile, movement and visual.
Teachers to consider the following:
- Address the child or young person by name to get their attention.
- Model and verbalise what you are thinking and writing.
- Limit copying from the board.
- The child or young person may need their own materials / copies of texts etc. differentiated as appropriate – e.g. font size enlarged, extra spacing.
- Teaching and learning opportunities are suitably differentiated to take into account the child or young person’s vision needs.
- Appropriate levels of intellectual challenge and support for individuals are consistently provided.
- The sensory and physical demands of the subject are considered, and adjustments made in order to improve access where appropriate through:
- Differentiating by task, outcome or teaching materials.
- Allowing more time to complete tasks (this is incorporated into curriculum planning).
- Young people are given opportunities to demonstrate their learning in a variety of ways, such as:
- The use of alternative methods of recording.
- Use of appropriate ICT.
- Specialised teaching for example touch typing or Braille (where appropriate).
- Delivery of structured evidence-based interventions.
- Teaching resources are age appropriate, inclusive and relevant.
- Recommendations from specialist support services being used to support the development of curriculum content and delivery for the young person.