Disorder/impairment Difficulties
Austism Spectrum Disorder Understanding instructions,
grasping new concepts, task
focus, cooperatively working
with peers
Speech and Language Disorder Understanding verbal
instructions, using verbal
communication
Dysgraphia Hand writing and fine motor
activities
Vision Impairment Difficulties with following
written instructions,
understanding new concepts,
following or completing new
and unfamiliar tasks
Hearing impairment Understanding verbal
instruction, the introduction
of new concepts
Intellectual Disability/ Task focus, learning new
Global Developmental Delay concepts, understanding
verbal instruction
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
organizers and sequencing 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.
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 organizers and sequencing tools, allow
students to draw or demonstrate visually their understanding, utilise apps noted for
story telling that can incorporate photos and pictures.
Within this unit I have incorporated varied learning tasks, when implementing reduce
writing required in tasks, allow students to demonstrate their understanding verbally or
utilise apps for photo taking and voice recording of stories.
With this unit we have consider how real activities, objects, places, and people can be
incorporated. Make 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. When presenting objects to the
student, be sure to provide plenty of time and physical guidance to gently explore the
object.
Ensure 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.
Pre-Teach 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 required outcomes, utilise apps and technology to vary the
culminitive task.