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#18934
NikiNiki
Participant

The key point is to look at the needs of your cohorts and target the interventions to those needs whilst matching the learning to the objective for the rest of the class.

So eg if the issue is dyslexia or other literacy difficulties can they achieve the objective another way (ie if the objective is about content, record what they’ve learned another way; if the objective is about recording skills, do this at their level)

If it’s speech & language do they need more time to understand what’s been taught? Or pre teaching? Or over learning such as precision teaching?

If it’s SEMH or ADHD type issues, do they need it to be more chunked? It’s unlikely that one size will fit all.