Unfortunately, it was not possible to restore the comments in this installation.
You can also see and resolve the comments here: <https://webclone.scilmi.eu/> \\nThis clone contains only this ONE document - with all comments.\\nI suggest we deal with the comments first, apply the changes HERE and then split up the document.\\nI apologise for the inconvenience.
I copied over the comments that related to specific parts of the document (and resolved them in the clone). We can still see resolved comments in the clone.\\nWe should have a look at the other comments together, since I don't know where they belong.\\n(Maria)
To make connections between the general strategies outlined in the Needs-Based Approach and the SciLMi Framework, it is helpful to recognise that the overarching goal is to create an inclusive educational environment that empowers learners to critically engage with information. The general strategies provide a foundation of flexibility and adaptability, which is crucial for accommodating the diverse cognitive, communication, emotional, and physical needs of students with disabilities. These strategies align with the SciLMi framework by promoting competencies such as critical thinking, media literacy, and information evaluation, which are essential in navigating a world rife with disinformation and misinformation.
\nTo further support educators in applying these general strategies within the SciLMi Framework, our guide provides suggested approaches tailored to help students with diverse needs master the competencies essential for navigating disinformation and misinformation. These competencies are crucial for fostering responsible and competent democratic citizenship.
\nThe generic strategies, such as differentiated instruction and assistive technologies, not only create a flexible and adaptable learning environment but also serve as the foundation for more tailored approaches that align with the SciLMi Framework. By focusing on both support needs and potential strengths, educators can implement strategies that adjust to individual learning profiles while promoting key competencies like critical thinking and media literacy.
\nFor example, to assist students in developing critical thinking skills, our guide suggests breaking down complex concepts and using visual aids, which align with the framework's focus on evaluating information effectively. Likewise, we propose engaging students in hands-on experiences and discussions, which not only address diverse sensory and cognitive needs but also leverage students' inherent strengths, such as creativity and analytical skills, to enhance their learning journey.
\nBy adopting these strategies, educators can empower students to navigate and critically evaluate information, ensuring that their unique needs are met and their strengths are enhanced throughout the learning process. This dual focus not only addresses the support necessary for various disabilities but also enriches students' educational experiences, enabling them to thrive as informed and active participants in a rapidly evolving information landscape.
\nThe need-based strategies can be subdivided into the following categories:
\nStrategies associated with organisation in terms of time and place, if the students will be educated in an usuall school lesson in the classroom lasting 45 min or if it will take place in specialised laboratories, if it will be an excursion, a trip, a walk, a cultural event, etc.
\nStrategies that focus on preparing the content and structuring learning activities to support students' understanding and engagement.
\nStrategies that include modifying the teaching approaches and methods used during lessons to meet the needs of different learners.
\nStrategies that focus on using specific tools and resources to support learning of students with different needs, e.g. alternative (replacing speech) and augmentative (supporting speech) communication (AAC), translators, voice communicators, teachers' assistants etc.
\nSeat the student regarding light conditions, accesibility of aids, working space, accesibility of teacher's support etc.
Use special (adjustable) desk, chairs, etc. Have sufficient space for storing special aids and materials that you/student should easily reach during the lesson. Have enough space for teacher's assistant.
Use a visual schedule on the wall or in a planner:
\nSet clear, measurable goals for each student; let students track their own progress using checklists or charts, provide personalised goal-setting sheets; introduce self-reflection activities, *etc.*
Prepare a checklist of steps to help students navigate and evaluate sources.
Ask students what they will do as the first step, what they will do as the second step, etc. Visualise those steps on flashcards, on posters, in electronic presentation, on handout, write them on the black/white board, etc. Mark clearly already finnished steps as you do the activity. *When identifying and verifying information in media, have students work according to the steps you introduce -for example: (1) identify the source (2) check the author's credibility based on finding information on author's qualification and history, (3) analyze the objectivity (for example based on the use of emotional language, exaggerations etc.), (4) find other authors' information and compare it based on cross-reference comparison, make them (5) find out if the information is new or outdated (6) discuss/share with the whole class.*
Select a part of the assignment that aligns with student's strengths or is the most critical. For example, focus on the summary section for the task, which the student can complete using visual or graphic organizers (e.g., a story map) rather than requiring a full written narrative.
Prepare list of terms that are necessary to cope with lesson's topic in advance, explain those that student does not understand.
Break down complex information into smaller, more digestible chunks. Utilise graphic organisers or visual aids to illustrate complex concepts and relationships between concepts.
Offer extended time for students to complete tests, assignments, or projects, allowing them to work at a comfortable pace and reducing anxiety associated with time constraints.
When you divide a task into small parts, after each short part, schedule a short (2-5 minute) break where students can stand up, stretch, walk around the room, do activity that is less cognitively demanding, like a quick mindfulness exercise, or include active rest with movement breaks, such as a quick game or a stretching routine, which helps to release tension and reset students' focus.
Use a checklist of steps to help students navigate and evaluate different sources effectively.
Use step-by-step instruction cards, instructional charts or diagrams, visual timelines or schedules, graphic organizers etc. Mark clearly already fulfilled instructions.
You can use
\nImplement group tasks that require every member to contribute a part that is essential for the success of the whole group; prepare suitable materials for both peer tutoring and cooperative learning.
Include co-teaching; interdisciplinary teaching (intreconnection of individual subjects).
Support your oral presentation of topic with models, pictures, graphs, videos, diagrams etc. Let the students touch the models (assemble and disassemble).
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You can let students
\nSimilarly, like when you teach reading, use methods of decoding to help students to understand, how letters and sounds work together to form words, based on phonemic awareness, sounding letters, blending sounds to form words, syllable division or chunking words, or using word families.
Allow students to select topics for a research project based on their personal interests, making connections to the subject matter through their chosen examples and topics. When verifying information, let the students to choose the concrete information to be verified themselves.
Incorporate role-playing activities where students simulate a real-world scenario, e.g. mock elections.
Show students a short news clip or an advertisement and ask them to work in pairs or small groups to identify the techniques that are used (e.g., deceptive tactics), ask students to create a mini social media campaign on a given issue, like climate change, mental health awareness, *etc.*
Break down the explanation of first-hand and second-hand sources into simple, concrete terms, using familiar examples or real-life scenarios.
Use physical models as well as model examples.
During a listening comprehension activity, let students perform some movement (stand up, sit down, turn around, etc.) as soon as they encounter some type of information (e.g. In listening task on climate change students stand up as soon as they hear information connected with possible polutants.). Use running dictation (cooperative writing including listening, running and writing).
Have students move to the front/to the back of the room or perform another movement to indicate whether they agree or disagree with a statement (e.g., yes - front, no-back; yes - stand, no - sit).
Use simplified worksheets, containing simplified language and large print that highlight key terms, instead of long paragraphs. The instructions should be concise and can be illustrated. You can use tools like fraction bars or fraction circles (manipulatives) to visually represent different fractions. They allow students to physically manipulate and compare the sizes of fractions. You can implement hands-on learning with using concrete objects. If possible, you can use interactive math Apps.
Teach students specific strategies for breaking down words into manageable parts (prefixes, suffixes, roots) to improve reading fluency and comprehension.
Allow students with dyslexia or dysgraphia to focus on getting their ideas on paper without penalising misspellings, especially during brainstorming or first-draft writing exercises.
Utilise assistive technologies such as text-to-speech tools to support comprehension.
Use simplified text, with simple and clear vocabulary, use information in clear form like bullet points or numbered lists, use organizers or mind maps, instead of long explanation, etc.
Provide teacher's assistants with information, instructions, and recommend materials suitable for the tasks you plan in advance, enable the assistant working with an individual student or a group of students.
Offer students the option to listen to an audiobook version of a text, access simplified text versions, or watch multimedia presentations to support diverse learning preferences and needs.
Provide students with hand-outs with the most important notes already in it. Leave enough gaps for them to make their own short notes.
Provide students with checklists - e.g., list of instructions/steps what to do to verify information.
Train students on how to use text-to-speech software to aid in reading digital text, or show them how to enable subtitles on videos to improve comprehension through visual support.
e.g. visual aids for teaching mathematics.
During (language) lessons allow the students to use explanatory dictionaries in their first language, or dictionaries of synonyms, antonyms, collocations, etc.
Allow the students to write the assignment as WORD document instead of hand written text so that they can take advantage of a spelling corrector.
Count with the necessity of regular revision *and feedback.*
Use visual aids in the classroom, structure the classroom environment (e.g., define places for different activities), etc.
Encourage students to create a structured outline for any lesson by using headings and bullet points to categorise the main ideas and supporting details, ensuring the information is clear and organised. Allow the student to use his/her notes.
Teach students to use different colours for highlighting various types of information in their notes or reading materials, such as using one color for definitions, another for examples, and a third for important dates or facts.
Prompt students to draw on their existing knowledge or previous experiences when learning something new by discussing how it relates to what they already know, thus creating a bridge between familiar and new information. Let the students find already learnt information in their notes.
Visualise already known important pieces of knowledge and display it visibly in the classroom - e.g. steps of lateral reading. So that the students can always return to it.
Use a mind map to help students visually organise related concepts by starting with a central idea and branching out into subtopics or related points, allowing them to see how concepts are interconnected.
Introduce the use of mnemonics such acronyms, rhymes, or visual imagery to help students remember sequences, lists, or complex information, making it easier to recall later
Learners need lots of reading and writing practice, combined with basic skills instruction, in order to catch up. They need extended time and repeated checking their understanding after shorter parts of the text.
\nMake students learn little pieces of information or do homework in short term, define specific goals (e.g. study pages 12-16), define specific dedline (by tomorrow), prioritize their goals (e.g. high, medium or low priority), track their progress, provide feedback, etc.
Break down the information and use scaffolding to get the aim.
Describe the process of the activity that the students do in easy steps and use a flowchart, timeline, storyboard or pictochart for visualisation.
You can use mind maps.
Choose a certain number of pages from the chapter, use a shorten version of a story, use a cartoon instead of the whole story, choose a set of problems etc.
e.g., reading window for students with dyslexia.
Make students create their own media piece (such as a poster, video, or presentation) on a topic of their choice.
Use a text-to-speech tool that reads aloud the content, allowing students better focus on understanding the read material and improve their comprehension.
Rewrite the complex paragraf into three-five simple sentences that will enable students to understand the basis of the issue e.g. in sciences: Original text: "The water cycle is the continuous movement of water within the Earth and atmosphere. It involves processes like evaporation, condensation, precipitation, and runoff. Water evaporates from bodies of water, rises into the atmosphere, cools down to form clouds, and then falls back to the Earth as precipitation." Simplified Text:\\n"The water cycle is the movement of water around the Earth. Water goes up into the sky, forms clouds, and comes back down in the form of rain or snow."
Enable students with SEN higher time limit for their task or reduce the task.
Math minute practice with frequent breaks: Practice basic math skills (e.g., addition, subtraction, or multiplication) with a time-limited, low-pressure exercise.
Break down tasks into smaller, manageable steps and celebrate progress to maintain motivation.
Provide students with SEN access to interactive apps, e.g. for maths (ModMath for dyscalculia)and language learning (such as GraphoGame for dyslexia)
Enable students using both on-line or printed dictionary to check the meaning and spelling.
It is important to balance the tolerance of misspellings with the student's age, developmental stage, and the difficulty of the vocabulary they are using. For example in story writing focus rather on the content and creativity than on spellig in young learners, in maths focus on the correct math solution etc.
When planning your the lesson or test for your subject, prepare for students with challenges in writing such materials that can test their knowledge or develop their competences and creativity with limited writing - multiple choices etc.
Softwares such as text-to-speech and speech-to-text tools to prevent difficulties reading numers, equations etc. and comprehension or processing information, as well a helping students writing or verbalizing their thought process by converting spoken words into text, aiding in problem-solving and explaining their reasoning. Calculators, visual aids like number lines and others.
Visual aids like number lines, physical manipulatives like base-ten blocks, virtual tools like Desmos to enable students create graphs, visualize equations, and explore geometric concepts.
Give students with SEN more time for the given tasks or reduce the number of tasks per the time limit.
e.g. visualising numbers with objects, numeric lines, etc.
Seat the student regarding light conditions (a possibility of lip reading), distance from the teacher, accesibility of teacher's support etc.
Use modified environment, eg., provide swivel chairs for students with SEN, carpet in the classroom (to improve acoustics conditions of the classrooom), etc.
Add time for the activity or reduce the task to fit in given time.
Implement a word-of-the-day routine where new vocabulary is introduced and reinforced daily through various activities (e.g. visualise the new word - display it visibly in the classroom for some time; encourage the students to use new words correctly in different contexts; have students match words and definitions).
Allow students to choose between creating a multimedia presentation, a written summary, or a diagram, etc. to demonstrate their understanding of a topic, enabling them to use their strengths.
Give students enough time to formulate their thoughts and take notes before responding, allow them not to speak up in front of others but privately or in a smaller group.
Wait for the students to perform action according to concrete instruction before moving on to another instruction.
Write down the instuctions for students e.g. on black/whiteboard.
Allow students with dyslexia or dysgraphia to focus on getting their ideas on paper without penalising misspellings, especially during brainstorming or first-draft writing exercises.
Do not ask: "Did you understand?" but: "What did you understand? Could you tell me what did you understand? Could you say in your words what was said? "What is your task?""
Implement Picture Exchange Communication Systems (PECS) for students who benefit from visual communication, facilitating their ability to express needs and understand instructions.
Provide students with hand-outs with the most important notes already in it. Leave enough gaps for them to make their own short notes.
During (language) lessons allow the students to use explanatory dictionaries in their first language, or dictionaries of synonyms, antonyms, collocations, etc.
Allow the students to write the assignment as WORD document instead of hand written text so that they can take advantage of a spelling corrector.
Choose carefully group members for group activities.
Work with each student to set personalized social and communication goals, like making eye contact when greeting someone, and track progress with visual charts, celebrating milestones to reinforce their efforts.
Devote one lesson per a week to specific programme during which discuss with students the topics that arise in their classroom interactions. When crisiss situation invite psychologist, behavioural expert, crissis intervention expert, etc.
Discuss with students a concrete life situation, provide them with different points of view on that situation, together think of and try to interpret that situation.
Introduce case studies or examples from real life that illustrate positive social interactions or problem-solving in social contexts, encouraging students to apply these lessons to their own experiences.
Support multilingual students by allowing them to use their home language(s) alongside the instructional language to brainstorm ideas or draft texts, thus building on their linguistic strengths.
Be mindful of using facial expressions and body language that clearly reflect and support spoken communication to ensure messages are easily understood by students.
Reinforce verbal instructions with gestures and visual aids, such as icons or flashcards.
Assign to small groups of students to *collaborate on a research a topic or essay: divide up the writing tasks, and make them collaborate on drafting and editing a cohesive report or essay. Assign to small groups of students writing short stories or poems, etc.*
Organise a role-play activity such as a mock election or debate, giving students chance to practice public speaking, argumentation, and understanding diverse perspectives in a controlled setting.
Develop a weekly programme where students participate in activities designed to practice specific social skills, such as initiating conversations or recognising social cues, possibly led by peer mentors or structured around role-play exercises.
Videos, flashcards, objects, etc. related to topic of role-play, discussion, etc.
Organize regular meetings or communication channels such as newsletters or an app where families can stay informed and involved in their child's emotional and behavioral support strategies, fostering consistency between home and school.
Establish a daily schedule that remains consistent, displaying it visibly in the classroom.
Speak with students about the behavioural rules to be followed in their class - set a chart of rules everybody agrees on. Speak with students about rewards and "punishments" when they break their rules - agree on it. (Some may be personalised as one thing can be reward for someone but "punishment" for others.) Display everything clearly.
Set clear steps/rules what the student can do if he/she does not feel safe at school, in the class or at home. Be sure students know these steps/rules.
Have a special place at the back of the classroom - behind some screen, let student go out of the classroom - keep the door open or acompany him/her with an assistant, etc. (It is usefull to allow all the students to use this place for a short break for limited time if they feel they need it.)
Use role-playing activities, simulation games, collaborative storytelling, adapt traditional sports to include educational challenges (e.g. maths problems or spelling questions), use classroom simulation games (e.g. market or economy - students take on different roles - sellers, buyers, market regulators, etc.), team puzzle solving, build-a story group game and others.
e.g. Facilitate a lesson where students explore a current event by researching it online. Guide them to cross-reference facts, analyze differing viewpoints, and discuss how algorithms might prioritise certain information sources.
Implement a positive reinforcement system where students earn recognition or rewards for demonstrating positive behavior or achieving goals, emphasizing effort and improvement to boost confidence and motivation.
Foster an inclusive classroom culture where students are encouraged to share feelings and challenges openly. Introduce stress-reduction techniques such as mindfulness exercises, helping students build resilience in the face of frustration.
Involve students in the creation of classroom rules, ensuring they have ownership and understanding of the expectations for behaviour in a collaborative manner.
Co-create a reward and consequence system with students, clearly visualizing the options in a way that is easily understood. This can help promote accountability and positive behaviour.
Create step-by-step instructions, paired with visuals, for conducting an online search. This guide could include screenshots showing how to enter keywords, use search filters, and evaluate the relevance of sources.
Recognize students with verbal praise, certificates, or small rewards when they demonstrate positive social interactions or successfully engage with peers, reinforcing behaviours aligned with their strengths and interests.
Design or recommend user-friendly search engines or databases with child-appropriate filters and straightforward navigation. Provide students with a simple, illustrated guide showcasing the main functions and how to use them effectively.
When students make mistakes, guide them through a constructive review process where they analyse what happened, learn from the experience, and plan an alternative approach for the future. Encourage viewing mistakes as opportunities for growth.
Use accessible software, providing one-on-one support, visual aids, auditory aids, reward system and the rules on the notice tables, etc.
Ensure that the classroom environment accommodates diverse mobility needs by adjustable desks, ensuring clear pathways for movement, and providing access to necessary equipment or tools to all students.
Mind that the wheelchair users need handling space in shape of circle with diameter of at least 1.5 metres.
Allow for flexibility in task completion, providing students the option to take breaks or vary their activities if they show signs of fatigue or reduced attention.
Create structured group activities where students collaborate to compare search results from various sources. Encourage them to discuss their findings and insights, fostering an inclusive environment where everyone can contribute.
Offer tools such as audio amplification devices, large-print materials, or screen readers for students who need them, ensuring every student has what they need to participate fully in classroom activities.
Let the assistant to support the mobility of the students when moving in the classroom and outside the classroom.
Let the assistant to support the students when working with teaching and learning materials, with special aids.
4.2.1 Visual
\nUse natural lighting as much as possible. Ensure workspaces are well-lit and students can adjust lighting to their comfort.
Be aware that some students can suffer photophobia - they will profit from less-lit envinronment.
Choose the seat for the student that he/she will profit visually the best - ask him/her for his/her opinion.
Seat the blind student at the back of the classroom as he/she uses Braill typerwiter (Perkins' Brailler/Picht's typewriter) and it is noisy.
Ensure clear pathways for movement, and providing access to necessary equipment or tools to all students. (Teach the students not to place their stuff into the pathways.)
Maintain given arrangement of the classroom equipment (seats, desks, etc.). Teach the students not to move the classroom equipment.
Use adjustable desk top in students with low vision to adjust the distance of the text.
Ensure that the working space for the blind student is sufficient - he/she will use many different special aids, textbooks in Braill (that are much larger than regular textbooks), etc.
Allow students to come closer to black/white/smart board.
Offer transcripts, descriptive text, or audio narratives for visual content such as videos, charts, or infographics to ensure all students can access the information.
Organise documents and learning materials in a logical, consistent manner, such as listing steps in a process from left to right or top to bottom, to support understanding and navigation.
Design materials with high contrast between text and background, avoiding distracting patterns or colors that might blend together, to enhance readability.
Use multiple formats of information representation to choose from.
Break up activities that require intensive visual focus with frequent breaks or alternative tasks that utilise other senses, allowing students to rest their eyes.
Provide flexible deadlines or extended time for assignments and exams that require significant reading or visual concentration, accommodating different processing speed.
Supply auditory versions of textbooks or lesson content and tactile aids like embossed diagrammes or Braille for students who are visually impaired, ensuring accessibility.
Provide oversized versions of images, illustrations, or text, either digitally with zoom features or physically with enlarged printouts, to aid those with visual difficulties.
When designing worksheets or presentations, focus on clarity by reducing clutter, using bullet points, and presenting information in digestible chunks, so students can concentrate on key elements.
In texts, use heelless font (e.g. Arial, Verdana, Calibri), extended interlacing of text characters, wider line spacing.
Seat students in a way they can use lip-reading.
Position yourself properly, gain attention, be patient *and wait until you have student's visual attention before speaking, speak clearly and at a moderate pace.*
Ensure faces of speaking people are well-lit. Wait for the eye contact before speaking.
Use the carpet in the classroom to avoid noises made by students' chairs. Use curtains, noteboards, carpets on walls, etc. to optimise acoustitcs.
Let only one person speak at a time, the one who controls the disscussion always says who will speak, speaking person waits for others to realize that he/she is speaking, those who need visual support (lip reading) shall be allowed to turn freely (use of swivel chair), etc.
Ensure written notes for the students with auditory needs as they cannot write/read and lip-read at the same time.
Replace listening excercises by written texts (transcripts).
Adjustment of teaching method and forms for the student
\nDuring discussions, use a whiteboard or digital tool to map out key points and arguments as they are mentioned.
Reduce instructions into clear short directions - visualise them.
Give enough time to answer the question.
If there is not understanding do not repeat the information in the same words, but reformulate.
Do not ask YES/NO questons: Did you understand? Ask explorative questions: What did you understand? Could you tell me what did you understand? Could you say in your words what was said?
Be aware that students with auditory needs do not understand irony or sarcasm, so provide clear straightward information and make other students to respect it too.
Use illustrative diagrams, flowcharts, and physical models to explain complex concepts like algorithms and AI, making these abstract ideas more accessible to those who have difficulty processing auditory information.
Integrate AAC tools or sign language into classroom interactions for students who rely on these communication methods, ensuring they can participate fully in discussions and activities.
Multiple formats of information representation to choose from.
Use flashcards with pictures, words, sentences,….
Enable support of another pedagogical staff (e.g. teacher's assistant) or a sign language interpriter, a note taker etc.
Work closely with students´ parents and, if possible, with their health professionals or therapists, to understand student's individual medical needs. It will help to create personalized support plans, including their medications, triggers (e.g., for asthma or allergies), and necessary accommodations.
\nPrepare "health care plan" for each student with clear instructions for how to manage medical needs at school (e.g., when and how to assist with inhalers or use of orthopneic position for students with asthma).
Always be ready to recognize signs of health issues (e.g., hypoglycemia) and encourage students to inform you when they are feeling unwell.
\nProvide the classroom with the first-aid kit and emergency contact numbers, well visible in the classroom. Notice students´ health condition - especially in students with special needs be aware of any external signs. If necessary, assign a student to assist with help such as bringing a water bottle or providing a quiet space etc.
Based on students with medical needs in your class develop clear and specific emergency plans that include instructions on what to do in case of an emergency (e.g., seizure, anaphylactic shock, asthma attack) and distribute them to other teachers.
\nCollaborate with other teachers on development of emergency response plans and ensure that copies of emergency plans are in the classrooms and all staff members are trained on them. Provide regular reminders and updates.
The strengths-based strategies can be subdivided into the following categories:
\nCognitive and learning strenghts (e.g. memory, imagination, etc.):
\nCommunication and interaction strengths (e.g. different communication channels/interaction):
\nEmotional and behavioural strengths:
\nKnowing students' strengths enables teacher planning lessons and activities effectively, in an interesting way, rising students' motivation and success, it can lead students ton consider their learning and school work useful and meaningful.
\nGive them enough time) and provide explanations in non-written formats.
Offer multi-sensory learning experiences that incorporate visual, auditory, and tactile elements - multiple formats of information representation to choose from (UDL).
Choose examples according to students´ interests; use their examples and let them choose the content partially.
Use highlighting, underlining, categorisation - grouping, umbrelling, etc.
Use for example audio recordings, simplified text versions, or multimedia presentations.
Offer a variety of art supplies, digital tools, and materials for projects, allowing students to choose mediums that interest them, such as drawing, painting, sculpting, or digital design. This freedom helps them express their imagination in ways that align with their preferences).
Recollect an already known piece of knowledge (experience) and connect it to new information.
Find logical interconnections between pieces of knowledge - visualise them.
Enage students in hands-on learning opportunities
Use real-life examples, hand-on learning opportunities and role play, relate information to students' own experiences to make it easier to follow.
Include role plays or creat and implement social story followed by group discussion to train social behaviour in a model situation.
Choose a part of the assignment the student will work on (according to his/her abilities).
Carefully organise seating of students to support cooperation.
Provide supportive partnerships /work in pairs/in groups/peer mentoring etc. Use shared or collaborative writing.
Provide hands-on activities or interactive simulations to explore complex concepts like algorithms and AI. (e.g.: Assign projects where students use spreadsheets to analyse data sets, understanding how AI uses data to identify patterns and make predictions. They can work in groups to collect, clean, and visualise data, simulating real-world data processing.)
Practice identifying key concepts from a question or topic and brainstorming alternative keywords and phrases. Use examples to show how different word choices affect search results, emphasizing the importance of specificity and relevance in keyword selection.
Introduce advanced search operators, such as using quotes for exact phrases, the minus sign to exclude terms, or site-specific searches (e.g., site:.edu). Provide exercises where students refine search queries using these operators.
Include hands-on activities, tactile learning tools, and interactive exercises to engage students in multiple ways (e.g., by using physical objects to explain mathematical concepts).
Offer multi-sensory learning experiences that incorporate visual, auditory, and tactile elements - multiple formats of information representation to choose from (UDL).
Use diagrams, charts, mind maps, and infographics to help students grasp complex concepts.
Use visual cues like pictures, charts or written instructions. If the student can use a sign language, it can be incorporated in the lessons.
Use technology suitable for vizualization.
\nUse technology like speech-to-text apps, sound amplifiers or video with subtitles to help students understand.
Use audio-recordings, text-to-speech technology or materials written in Braille.
Use objects that the students can touch to understand the concepts or newly introduced information.
Incorporate the student's interests into lessons to engage them more deeply in learning. If they are interested in a specific topic connect it to other subjects.
Prepare activities based on the areas of students´ strength: engage them in tasks that include logical thinking, patterns or structured learning.
Use written instructions, diagrams, charts, or other visual aids, sign language or lip-reading if possible, captioned videos to reinforce spoken content. Always supplement your verbal instructions with written or other visual materials.
Utilize auditory materials, incorporate tactile materials, etc.
Include puzzle solving (e.g. Sudoku, non-verbal riddles), pattern-based games or jigsaws in learning activities to enhance problem-solving and critical thinking, and to engage students. Challenging activities based on logical riddles and brain teasers can be effective to uncover hidden patterns that can help in solution of abstract problems.
Include strategy games (e.g. Risk, board games like chess, checkers etc.) to encourage strategic thinking and logic.
Include interactive storytelling that in not text-based, using cues like pictures, videos or voice recordings to engage students´ logical thinking and imagination.
Use mathematical games including maths-based logic games, puzzles or apps (e.g. maths Bingo) to help students work via mathematical challenges in an interactive way. More fun will rise their motivation and interest.
Include mind maps and flowcharts to help students organize their ideas and thoughts in a logical way.
Include new concepts like virtual reality (VR) learning by usig VR programs supporting problem-solving abilities, simulations and explorations.
Include role plays and simulations to enhance logical thinking and collaboration of students.
Choose examples according to students´ interests and let them choose the content partially.
Use real-life examples, hand-on learning opportunities and role play, relate information to students' own experiences to make it easier to follow.
Use the explorative/collaborative/cooperative learning strategies, or peer tutoring.
Give students opportunities to express themselves and provide explanations in non-written formats (multiple means of expression - UDL).
Foster an environment where critical thinking is valued and encouraged. (e.g.: Encourage a classroom culture where questioning and curiosity are celebrated. This can be achieved by regularly asking open-ended questions, promoting debate on diverse topics, and encouraging students to explore multiple viewpoints. Create assignments that require students to justify their reasoning, make predictions, and draw conclusions based on evidence).
Engage Hands-On Learning Opportunities: Organise a project where students create their own media content, such as videos, podcasts, or digital newsletters. This hands-on experience can include planning, researching topics, scripting, recording, and editing.
Engage students in Discussions About the Role of Information and Media: Facilitate class discussions or debates on topics such as the impact of social media on public opinion, the role of journalism in society, or how algorithms influence the information we see online. Encourage students to critically analyze sources, explore diverse perspectives, and consider ethical aspects of information dissemination.)
Include role-plays or mini-talks based on real life situations.
Include social skills groups, role-plays or peer-mentoring.
Carefully organise seating of students to support cooperation.
When planning the lesson avoid too much game-like activities based on competition, include game-like activities based on cooperation.
Let students with learning disabilities share their views and knowledge in collaborative settings, supporting peer teaching. (e.g.: Pair students with complementary strengths to work on projects. For example, one student might be strong in verbal communication while another excels at organization. Encourage them to teach each other, thereby learning from each other's strengths).
Plan social training involving methods supporting their social interaction with peers, lead students to discussion skills; oral discussion can be alternated by written form using e-learning settings or online chats.
Set individualised goals in social and communication skills, be specific and realistic and monitor their progress.
Provide students with opportunities to express themselves (give them enough time) and provide explanations in non-written formats.
Use technology and supportive communication materials.
\nPlan social training involving methods supporting their social interaction with peers, lead students to discussion skills; oral discussion can be alternated by written form using e-learning settings or online chats.
Allow the use of dictionaries. Enable the use of technologies.
Prepare alternative forms of expression (UDL), such as written summaries, diagrams, or multimedia presentations, to allow students to demonstrate their understanding in ways that align with their strengths.
Use social media platforms, online discussion forums, or messaging apps in structured ways to facilitate group projects and class discussions. (e.g.: Create a class blog or a private group for sharing ideas, which can empower students with HFA to participate confidently.)
Encourage group work where students can take on roles based on their strengths
Incorporate methods like pair work, peer tutoring, cooperative learning, role-plays, etc.
Use use different communication channels and support their use in the classroom.
\nUse gestural communication (simple sign language or body language) incorporating some self-developed gestural classroom strategies (e.g. signals like nods, thumbs up/down, hands signals) to support nonverbal communication in the class. *(Other option to gestures: You can also use other nonverbal signals like coloured cards, pictures, etc.)*
Include body language, gestures, facial expressions and expressing emotions into activities like Role-Playing. (In younger students can be helpful using Kimochis to teach students understand the facial expressions).
Use non-verbal brainstorming based on pictures, drawings or collaborative boards to enable students express their thoughts visually (e.g. by adding sticky notes with pictures to express their ideas). You will encourage their creativity and cooperation and enable to visualize their thoughts.
Incorporate body movement or dance activities e.g. to express kinesthetically emotions in group discussions.
Include pantomime e.g. via pantomime games where students express words, concepts or even stories by acring without spoken speech.
Use digital tools to enable students express their ideas or answers via other than spoken language. You can use computers, tablets or whiteboards. Students can both write or draw.
Use sounds or music, e.g.rythm, tones etc. to enable students to express different themes or emotions.
Take advantage of listening skills in materials used in the lesson and in instructions.
\nStorytelling can be the basis of instruction where you encouragestudents tolisten, retell the storry or create their own one. You can use audiobooks or audio podcasts. Include active exercises like follow-up questions to make the concept more effective.
Use audio-based learning material like audio-recordings of the lessons, instructions or textbooks.
Include verbal instructions and discussions in your lessons. Group discussions will enable students verbally process and share information.
Use digital technologies such as speech-to-text/dictation tools that will transcribe students´ speech to the written text (e.g. in students with physical disabilities).
Use rythm and rhymes or songs/melody to explain facts in various subjects - it will make material more memorable.
Use verbal feedback and positive reinforcement to engage and support students in active engagement and rise their motivation.
Use pair-work, peer tutoring or collaborative discussions to support verbalm learning between students. It will improve their understanding, active engagement and speaking skills.
Support students in audiovisual or audio recording to enable them self-assessment and self-reflection. It can be included as a homework activity.
Include oral assessments such as verbal quizzez with questions that are answered verbally instead of written (especially when thee are students with reading/writing difficulties).
Structure the classroom environment, use noticoboards to inform students via visuals, prepare a corner where the students can calm down or work separatelly or with assistance when necessary etc.
e.g., instead of saying "You have trouble to concentrate" you can say for example "You can concentrate very well when you're interested in a task!" or instead of "Your results of this numerical problem is wrong?" use "You did the right thing, the procedure was fine, recagreat! Now only recalculate the result."
Teach students problem solving for example via role-plays simulating different situations.
Enable students using different materials and tools during learning activities, such as digital tools, hands-on activities or peer cooperation.
Praise the student's efforts and small advances to positively motivate students.
Based on the task help students to define sub-goals and the steps of the working process on the task.
Examples of succesful people in sports, politics, culture or science who have similar challenges can be very motivating.
Enable student to choose between two tasks, different processes, solutions, etc.
Include learning materials based on students´ interests into the activities in your lessons (e.g. materials/texts/stories/mathematical exercises/tasks based on history, nature, sport etc.
Use materials that will help students check their knowledge, e.g. cards with the feedback, quizzes, etc.
Use visual aids like diagrams, maps, 3D models to help students understand the new concepts.
Use technology to visualize concepts (e.g. virtual reality or augmented reality tools
Provide structured layouts (organize cllassroom, materials and tools logically and consistently) to provide students workspace for independent work.
Structure students´ work by step-by-step directions to improve their spatial problem-solving.
Use for instance activities like sculpting, sewing, cutting or folding. You can include origami or other activities involving hand craft/hand movements.
Include activities based on hand-eye coordination, like hand-writing, assembling small pieces, tracing pictures etc.
Provide opportunities for playing musial instruments.
Incorporate using board games and puzzles based on fine motor skills and coordination.
Provide students adaptive tools that will improve fine motor activites. (e.g. adaptive scissors).
Use tactile materials such as various kinds of textures - papers, fabrics etc.
Enable students sensory relaxation.
\nIncorporate sensory breaks/rooms into classes to provide students quiet sensory-friendly space to protect them from being overhelmed.
Incorporate regular movement breaks into classes to provide students movement suuch as jumping, walking and stretching to protect them from being overhelmed.
Use tools that prevent students from distractions.
\nEnable students using noise-cancelling headphones to reduce auditory distractinos to improve learners´ concentration.
Offer students calming and soothing activities to teach students relaxation techniques (e.g. in students with physical disabilities).
Adjust the environment.
Adjust the light conditions to accommodate studens´sensory needs and to reduce overstimulation.