Disorder/impairment

Austism Spectrum
Disorder

Difficulties
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
Task focus, learning new
concepts, understanding
verbal instruction

Intellectual Disability/
Global Developmental
Delay

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.