\\nIn contemporary educational settings, the emphasis on addressing individual needs rather than categorising disabilities marks a significant shift towards inclusivity and equity. This approach recognises that each student possesses unique strengths and challenges, necessitating personalised support strategies that cater to diverse learning styles and preferences. By focusing on cognitive, communication, emotional, physical, and health needs, educators can create a holistic and adaptable learning environment that fosters the academic, social, and emotional development of all students. This needs-based framework not only aligns with current educational policies but also draws on research and evidence-based practices to enhance educational outcomes. By prioritising needs over labels, schools can ensure that every student receives the support necessary to thrive in a dynamic and inclusive educational landscape.
\nBy focusing on needs rather than disabilities, educators can create a more inclusive environment that addresses the unique challenges faced by each student (meaning also those without SEN). This approach ensures that all students receive the support they need to succeed, regardless of their specific diagnosis or label. A needs-based framework allows for the development of personalised strategies that cater to individual learning styles and preferences. This personalisation can lead to more effective teaching and improved student outcomes. Many educational policies, including those in England, emphasise the importance of addressing needs rather than categorising disabilities. This alignment ensures compliance with current educational standards and practices. Furthermore, research supports the effectiveness of needs-based strategies in improving educational outcomes for all students. By focusing on needs, educators can implement evidence-based practices that are proven to be effective.
\nAddressing cognitive, communication, emotional, physical, and health needs supports the holistic development of students, helping them to thrive academically, socially, and emotionally.
\nA needs-based approach is inherently flexible, allowing educators to adapt strategies as students' needs evolve over time. This adaptability is crucial in a dynamic learning environment.
\nWhen teaching students with special educational needs (SEN) the strengths-based strategies are equally important. These approaches build on learners' existing abilities, interests, and talents. By leveraging what students can already do well, teachers can increase motivation, self-confidence, and engagement, which are key factors for successful language learning.
\nFrom this perspective, appropriate teaching techniques that are tailored to each learner's profile can be developed. This may include differentiated tasks, multimodal activities, scaffolded instruction, or the use of assistive tools that align with students' strengths. Such individualized support not only makes learning more accessible but also promotes active participation and a sense of achievement.
\nAs a result, strengths-based approaches contribute to more inclusive and effective education, leading to improved learning outcomes, greater learner autonomy, and more positive attitudes toward learning. Figure X illustrates the integration of needs-based and strengths-based strategies, highlighting how both approaches work together to support effective teaching and learning for students with special educational needs.
\nFigure X: Interdependence of needs, strengths, and teaching strategies leads to successful inclusive learning.
\nEducation of students with special educational needs (SEN) requires a number of support measures to meet their individual needs and enable these students seamless education. Some support steps are generally used in students with any kinds of SEN, including respect to higher fatigue or difficulty in concentrating, providing extended time for tasks, a carefully organized lesson, support in motivation, a frequent feedback and revision, sometimes provision of mentoring or tutoring, support by teacher's assistant, mutual cooperation with parents or caregivers, psychological and emotional support, etc. Some needs are more specific, depending on the individual's kind of disability or disadvantage, as described below. Generally, the students' needs can be divided into five overarching categories, including:
\nAll of them include a number of more specified sub-categories that are the basis for setting the students' support (see chapter Teaching Strategies). Each student may require a combination of these need-based supports depending on their unique needs and circumstances. In order to tailor support to students on the basis of their individual needs, it is necessary to respect their unique and varied needs or requirements regarding the individual types of disability or limitations of the students. In any case, a holistic, individualized approach is essential to ensure that the provided support is effective and helps the students grow academically, socially, and emotionally. Some types of disabilities or disadvantages show certain similarities, therefore we present the needs of these students for the groups with common characteristics, like for instance students with autism spectrum disorder (ASD) and communication disorders (Need of support in communication/language/cooperation, social relation and interaction), together. As the needs can be in common for some groups of students with SEN, it is understandable that some needs are repeated for students with different types of SEN.
\nSome students need support associated with communication with others and with social interaction, including students in multilingual classes (students with everyday multilingualism), students with different cultural background, students with autism spectrum disorder etc. Cooperation with their peers, building social relations and social interaction with others require from the teacher supportive approach, use of appropriate methods and aids that will help them to understand the context of the social situation and behave according to it. These students can need clear and consistent communication based on the use of simple language \\[2\\], visual supports \\[3\\] using various visual aids, like pictures, symbols or written instructions, and also repetition of instructions \\[4\\], checking understanding \\[5\\], gentle reminders and reinforcement \\[10\\] in their learning. Some of them need to train social skills \\[21\\] that can be based on structured social skills training in social skills groups, role-plays or peer-mentoring (Mahoney et al., 2024). They mostly need predictable routine and structure in their work, as they benefit from a structured and predictable environment \\[1\\], which reduces anxiety and helps them know what to expect (Mahoney et al., 2024). If there are any changes, they need information in advance and some time for adjustment to get used to new environments or a schedule. Further they need quiet, calm environment as they can be oversensitive to sensory input \\[14, 19\\]. To avoid overstimulation and help them to stay engaged in the learning environment, some sensory tools like noise-cancelling headphones or scheduled sensory breaks can be beneficial \\[14\\]. They need other options of communication means, using alternative or augmentative communication (AAC) \\[15\\] (Comino et al., 2024). Necessary is also positive reinforcement \\[10\\], based on supporting positive social interaction or successful interaction with others, and social motivation, encouraging their interests and strengths \\[12\\] (Chow et al., 2020). If teachers know what the students are interested in, it can be included in social interaction to make these interactions more natural \\[11, 21\\]. They need individualised goals \\[20\\] in social and communication skills that should be specific and realistic and their progress should be monitored to operationally adjust teachers strategies. Similarly like other students, family engagement and community \\[22\\] support belong to necessary needs of these students (Cerero, 2024).Cognitive and learning needs
\nExecutive functioning is associated with mental processes of how we plan, organise, make decisions, solve problems, control impulses and regulate emotions, follow steps and processes, focus our attention and balance different tasks. It incorporates a set of skills (such as working memory, planning and prioritising, inhibition control, flexible thinking, reasoning, organising, self-regulation, self-monitoring, etc.) which help us to learn, work and complete tasks. These skills are important for success in both school and personal life. To find useful strategies for support and define individual needs of the students, we should count with areas of challenges these students face: planning, organization, time management, task initiation, working memory, emotional regulations, self-monitoring, self-control. The needs that are based on these challenges include structured environment \\[1\\], scaffolding and task-breakdown \\[6\\], time management \\[7\\], external prompting \\[17\\], flexibility \\[20\\], encouragement to prevent frustration \\[19\\], positive reinforcement \\[10\\] and last but not least assistive technologies \\[8\\] including organizing or task-management apps etc.
\nSome students have memory difficulties and need support with memory as it can impact their learning and day-to-day tasks. Memory can be divided into several types: working or short-term memory that helps us holding information temporarily, while we are working on a task, long-term memory that is important for storing and also retrieving information and episodic memory that helps us remember life events and experiences. Spatial memory is associated with remembering locations and places, verbal memory with spoken instructions, stories or information. Memory needs can also be associated with challenges in attention, difficulties to focus on the task, recall and retrieval. Students facing such challenges need especially repetition, practice, revision, visual supports \\[3\\], chunking \\[13\\], using mnemonics or other memory aids and tools \\[8\\]. They need task structuring \\[6\\] and predictable routine \\[1\\], multi-sensory learning \\[9\\] and frequent revision \\[4\\]. It is necessary to combine a number of strategies to meet these needs and to strengthen their memory skills over time.
\nReading support is usually necessary in learners with dyslexia, while the support steps differ from those, where reading troubles are caused by other reasons. Learners who need support in reading can need for example support in phonemic awareness to recognize and manipulate the individual sounds (phonemes) in spoken words, to identify blending sounds do decode words \\[17\\]. They need the ability to connect sounds with letters \\[3, 17\\], and support in spelling and writing is also essential (Duke & Cartwright, 2021). Students need support in fluency to have an ability to read smoothly, accurately, and with expression \\[17\\]. Students need to build up their vocabulary. Further, the students need to understand the contents of the written texts, they need to understand and recognise different text structures and be able to organise the text (paragraphs, headings, captions, etc.) \\13\\. They need to get motivation, to concentrate, maintain attention and stay focused. They need support in areas such as processing speed, working memory, and language skills. Some students may need assistive technologies \\[8\\] that help them to access texts and complete reading tasks more effectively. Social and emotional support \\[19\\] as well as close home-school connection \\[22\\] belong to important needs too. These learners need lots of reading and writing practice \\[4\\], combined with basic skills instruction \\[2\\], in order to catch up. They need extended time \\[7\\] and repeated checking their understanding \\[18\\] after shorter parts of the text.
\nNeeds associated with writing represent a broad spectrum of needed support with regard to the individual. Some students need support in spelling, for example access to spelling aids like spell check tools or dictionaries. Direct instruction in phonics or morphology may support understanding of spelling patterns. Students with awkward or cramped pencil grip need some grip training that can be based on occupational therapy consultation, they can use ergonomic pencil grips, or alternative writing tools \\[8\\]. Explicit instruction in pencil grip and fine motor exercises can make writing less physically demanding. As well as word and line spacing requieres support in fine motor coordination, and explicit teaching in spacing techniques, using lined paper or apps designed to guide spacing \\[17\\]. If their handwriting is too laborious or illegible, other alternatives to handwriting can be a solution, e.g. typing or voice-to-text options. Some students need positive reinforcement \\[10\\], incremental goals, alternative ways to demonstrate their knowledge (e.g., verbal responses), and a supportive, low-pressure writing environment to reduce their writing avoidance \\[20\\]. Helpful can be also scaffolding \\[6\\] tasks and making writing engaging. Those with poor written expression need a structured support in organizing thoughts \\[1\\], possibly through some graphic organizers \\[16\\] or sentence starters. Explicit instruction in writing structure \\[17\\] (e.g., topic sentences, paragraph organization) and opportunities to verbalise their ideas before writing can help to clarify thinking. To help students organize their ideas, instruction in organisational strategies (e.g., color-coded folders, visual schedules, and step-by-step task breakdowns), using planners, digital organisation apps, or explicit modeling of organisation skills may also be needed. In case the students have strong verbal skills but they have troubles expressing their ideas in written form, they need tools to connect their verbal and written skills. The tools can be for instance speech-to-text software \\[15\\] or supportive activities that allow students to record their ideas orally before they are translated to a structured written form. Students who show signs of inattention, carelessness, or distractibility benefit from environmental supports \\[14\\] (e.g., quiet work place with minimal distractions), frequent breaks \\[23\\], chunked tasks \\[13\\], and strategies to maintain focus like checklists \\[16\\] or timers \\[1\\]. Support in self-monitoring and frequent teacher check-ins may also be beneficial \\[18\\]. Self-monitoring can be supported by direct teaching in self-assessment techniques, including checklists for reviewing work, guided practice in setting personal goals and evaluating progress or encouragement to pause and check their work. In case the students need support in details settings, they need checklists and rubrics to clarify expectations to be detailed enough and on the other hand they need time limits or reminders \\[1, 2\\] to focus on main ideas to balance their approach to writing and to omit unimportant details.
\nMathematically literate or numerate is according to Dion (2014) a "person who should be able to estimate, to interpret data, to solve day-to-day problems, to reason in numerical, graphical and geometric situations, and to communicate using mathematics" (Government of Ontario, 2004 in Dion, 2014). Essential Skills include five dimensions reflecting everyday use: 1) money math, or to be able to make common financial transactions; 2) scheduling, budgeting and accounting, or planning to use money appropriately and purposefully; 3) measuring and calculating quantities, areas, volumes and distances; 4) data analysis; and 5) numerical estimation (Essential Skills Ontario, 2012 in Dion, 2014). Based on the definition, students who need support in numeracy skills need specifically following supports: explicit, step-by-step instruction \\[17\\] including clear explanations, divided into sequential steps \\[2, 17\\], as students can struggle with understanding complex instructions all at once. They need extra practice with new concepts and frequent revision to reinforce understanding \\[5, 18\\], introducing topics ahead of time to become familiar with the material. Short, consistent reviews of previous skills \\[18\\] can help reinforce and maintain a foundation as they move on to new topics \\[4\\]. They need the use of visual and concrete aids (like graphs, charts, number lines, and color-coded steps) to make abstract math concepts more concrete, as well as physical objects (like counters, blocks, or abacuses) to visualize numbers and mathematical relationships better \\[3, 16\\]. Support in drawing and diagramming in geometry and word problems helps them to visualize what's being asked. They need to use technology and assistive tools \\[8\\], such as calculators, maths software or Apps to enable them to focus on problem-solving rather than computation, to reinforce their skills and boost engagement, and to reduce frustration. The need of voice-to-text tools \\[15\\] can be present in students who need support in reading and understanding the text of the tasks. Some students need extended time \\[7\\] to process and solve math problems, alternate assessment methods or simplified reduced homework, depending on individual students \\[15\\]. The need of real-life maths skills (e.g., budgeting, time management, and measurement) influences motivation and interest in mathematical tasks, therefore students need including applied math practice and daily life skills training \\[12\\] into their curriculum. Students need to ensure a sense of security, which is related to the need of providing emotional and psychological support \\[19\\] that can be provided in the form of encouragement and positive reinforcement \\[10\\], safe environment \\[19\\] for making mistakes, peer support or group learning \\[11\\]. Such steps reduce frustration or low self-esteem about math abilities, it can help students to understand their mistakes are a part of a learning process, reduce fear of failure. Collaboration with peers \\[11\\] can reduce feelings of isolation and it offers peer assistance \\[11\\] with difficult tasks.
\nStudents who need visual support have unique educational needs to ensure they can access and engage fully with learning materials and experiences. Meeting these needs requires a combination of specialized resources \\[3, 8\\], technology, instructional strategies, and an inclusive classroom environment, depending on severity and extent of visual impairment. To be more specific, some students need learning materials including textbooks, worksheets, handouts, assignments and exams in Braille, large-print versions, audio formats or digital texts (accessible digital formats compatible with screen readers). They need various assistive technologies \\[8\\] such as screen readers, magnification software or devices with tools to make the text bigger, Braille displays, tactile graphics or audio description. They need modified instructional techniques \\[8\\] such as verbal description \\[2\\] of any visual information, tactile learning \\[9\\] like using physical models in science, accessible document formats (materials designed with accessibility in mind including proper headings, text descriptions for images, avoiding complex formatting etc.) and preferential seating in the classroom to optimize their visual abilities are essential. It is associated with the need of environmental modifications \\[1\\], including adjustments to lighting levels and contrast \\[20\\], as well as maintaining predictable layouts in the classroom, labeling materials with Braille or large print, and clear, unobstructed pathways \\[24\\]. Students need also support in orientation to be navigated in the classroom, school, and outdoor settings independently. Mobility and orientation training \\[20\\] is also essential, including the use of assistive devices \\[8\\] such as canes or electronic way finding devices for independent mobility. Important role in students' education plays also social and emotional support \\[19\\] that can be provided in the form of peer awareness programs and counseling services for students with SEN. To provide tailor-made support to meet the needs of these students, often specialized instruction and personnel is needed \\[17, 25\\]. The specialists like special teachers or paraprofessionals \\[25\\] provide individualized instruction and support, adapting curriculum, teaching Braille, and assisting with technology, and teach students skills to navigate safely and independently. Last but not least is the need of the use of inclusive classroom practices, including flexible assignment formats \\[20\\], accessible group-work offering projects \\[11\\], in which these students can fully participate and on-going teacher training to enable teachers understand the needs of these students as well as to be able to use the aids and technologies, convenient teaching techniques and methods, etc. (Metin, 2018, Cooc, 2019).
\nStudents who need auditory support of hearing have unique needs, with accommodations that help them access information, communicate effectively, and participate fully in educational settings. Similarly like students with the need of visual support, they need access to instructional content \\[2\\], including visual aids \\[3\\], captioning and transcription \\[8\\], and/or assistive listening devices \\[8\\] (e.g., FM systems that amplify sound directly to a hearing aid or cochlear implant). They need support in effective communication and interaction, using sign language or speech-to-text tools \\[8, 15\\] or other text based support (Comino et al., 2024, Hrastelj, 2021). Modified participation like small group settings or allowing extra time \\[7\\] for responses can be also helpful. In group activities they need well arranged seating \\[24\\] with a clear view of the teacher, interpreter, or speakers, hand-raising protocols with structured turn-taking to provide time to follow who is speaking and what is being said in group discussions, and written instructions and reminders to enable them stay organized and understand expectations without relying on verbal directions. Teacher and peer training, as well as the use of technologies \\[8\\], including both personal devices and class devices, such as smart desks or interactive whiteboards, is essential (Hrastelj, 2021). These students need also emotional and social support \\[19\\], including counseling services, but also mentoring or peer-mentoring \\[11\\] associated with creating a supportive environment, supporting social interaction and helping with engagement in non-academic school activities.
\nStudents who require physical support are those whose mobility or ability to participate fully in physical activities is affected. Their needs can include mobility assistance associated with the use of various compensatory aids, like of wheelchairs, walkers or crutches, and other mobility devices, to enable them move around the classroom, school, and also outdoor areas. Essential can be physical adaptation of educational environment \\[20, 24\\], such as adjustments of classroom furniture, like accessible shelves and desks, etc. Except for the mobility devices and environment adjustments they can need also specialized equipment associated with learning process \\[8\\], such as screen readers, magnifiers, or adaptive technology for students with physical impairments. They need assistance with daily activities associated with boarding, dressing, using toilets and personal care \\[25\\]. They can also need some physical therapy to improve their motor skills, strength, and coordination, or to allow relaxation \\[25\\]. It may include engagement of an expert, such as occupational therapist or physiotherapist at occupational or physical therapy sessions, but also providing breaks. Students with developmental coordination disorder (dyspraxia) may also require specific physical support. Dyspraxia affects motor planning and coordination, making tasks such as handwriting, using tools, or participating in sports challenging. These students benefit from structured routines \\[1\\], simplified physical instructions \\[2\\], fine motor skill development, and occupational therapy \\[25\\]. Adaptations may also include extra time \\[7\\] for physical tasks and minimizing distractions during movement-based activities. Emotional and social needs \\[19\\] play also the key role in the school life of these students.
\nSome students need medication during the school day and in connection to that a convenient safe space \\[19\\] and sometimes supervision is essential \\[20\\]. Some students need regular treatment or considerations that is necessary to count with \\[20\\]. Some health conditions of students require monitoring vital signs or control of keeping special diet to prevent health complications. As some health conditions can lead to acute complications, the students need the teachers who are capable of providing first aid and reacting appropriately in crisis situations, therefore it is necessary to provide the school staff with appropriate training and courses in emergency medical care \\[25\\]. They, similarly like students who need physical support, need physical adjustments like providing breaks \\[23\\] to enable them relaxation.
\nSome students need especially emotional support \\[19\\] (most of the mentioned above) because emotional struggles can complicate their functioning at school and worsen their well-being, in some cases this support complements another area of students' special needs. They need access to school counseling centres \\[20\\] and help of therapists, psychologists or counselors \\[25\\]. They need providing safe spaces to protect them from feeling of anxiety and stress \\[19\\]. Some students need programs or strategies that help them social-emotional learning to manage their emotions, relationships, or decision-making processes \\[1\\]. Some students need encouragement and reinforcement \\[10\\] to strengthen their self-esteem and confidence and to build their resilience and coping strategies. Some students need sensitive environment reflecting their experiences \\[19\\]. These needs are reflected in all categories of SEN.
\nIn some cases students may need behavioral support, they need professional interventions, like specialised teaching methods and behavioral intervention plans, behavior specialists, teaching assistants, or aides, behavioral therapists or consultants \\[25\\]. They need clear and consistent routines \\[1\\], rules \\[2\\], and consequences to understand expectations and to develop self-control \\[18\\] (Chow et al., 2020). They need close cooperation between the school and family \\[22\\] to set up effective support. They need consistent approach across different environments \\[20\\] (at home, at school, at hobbies, etc.).
\nWhen teaching students with SEN, it is essential to focus on their strengths when we are thinking about the strategies that would lead to meeting their needs. Each student is unique, and by focusing on the individual strengths of students and implementing targeted teaching strategies to each student's abilities, educators can create environment that fosters learning and development of students with SEN, and where all students have the opportunity to thrive. Similarly to the students´needs, their strengths can be divided into several overarching categories, while some of the strengths can span two or more of them:
\nSome students with learning difficulties often exhibit strong interpersonal skills, such as the ability to connect with peers on an emotional level \\[11\\].
\nDigital Communication Skills
\nStudents with High-Functioning Autism (HFA) often excel in using digital platforms for communication, leveraging social media and online forums to express themselves, connect with others, and expand their social networks. The structured and predictable nature of digital communication can provide a comfortable environment for them to engage socially \\[8, 12\\].
\nA lot of students with learning or with physical disabilities, for instance, can have strong verbal communication skills, so they can easily express their ideas and participate in discussions.
\nSome students are able to communicate through gestures, facial and body language. Non-verbal communication can help teachers to engage students with SEN (challenging verbal communication skills) in common activities and support their learning, enable them to share their ideas and thoughts, rise their engagement and confidence \\[3, 15, 20\\].
\nSome students can very effectively process and understand spoken language or sounds. Activities based on auditory strategies will make learning more accessible for students with auditory strengths \\[9, 20\\].
\nMany students with learning disabilities can excel in creative, out-of-the-box thinking which may enable them approach to problems differently and find innovative solutions. They may have great imagination and be highly creative.
\nStudents with high-functioning autism or who are twice exceptional may come up with new, unexpected solutions. Students with ADHD may have unique ideas about information, seeing things from an interesting point of view. Students with dyslexia may exhibit strong reasoning skills and creative thinking abilities.
\nSome students might retain information better when it is introduced visually or via hands-on activities \\[3\\]. Students with hearing impairment have well-developed visual processing skills. A lot of students on the autism spectrum are visual learners and may be successful with visual representations of information.
\nSome students can effectively use visual input to understand, remember and recall the information \\[3\\].
\nMany students with visual impairments develop stronger auditory skills and they may be able to detect subtle differences in sounds or speech \\[9, 20\\].
\nSome students can be excellent in particular subjects or have extraordinary talents or abilities, for example, art, music or sports, despite challenges in maths, reading or writing \\[12\\]. A lot of students with ASD may have a strong, focused interest in specific areas and they can excel in it (e.g., mathematics, technology, geography, art, etc.). Use their skills and knowledge in these areas and link it in tasks from other subjects.
\nStudents with hearing impairment may have heightened awareness of visual cues \\[3\\], patterns, or the ability to pick up on non-verbal signals \\[9, 15\\]. Many students with ASD excel in noticing patterns and details that others may miss. Students with dyslexia or dysgraphia may have attention to detail and critical thinking skills. Students with visual impairment may have enhanced other senses like touch, hearing and smell \\[9\\].
\nStudents with physical disabilities do not often have affected intellectual abilities and have strong cognitive skills. A lot of students with ASD have a strong logical reasoning and can excel in structured or sequential tasks \\[1, 6, 13\\], as well as some students with dyslexia can build on their logical thinking.
\nStudents with high-functioning autism or ADHD may have great insight into fields of knowledge that interest them \\[12\\]. Students with dyslexia often have strong analytical skills and may offer alternative viewpoints on how information and media influence perceptions.
\nSome students with dyslexia may excel in hands-on learning experiences and have a unique perspective on societal issues.
\nSome students may excel in understanding space, movement or structure \\[1\\], they can be successful in navigating spaces and visualising objects \\[3\\]. This can be helpful for instance in geometry or physical activities. In other subjects they can take advantage of visualisation, structuring and logical sequencing and organising \\[1, 6\\].
\nSome students may excel in tasks that require precision and dexterity.
\nSome students may strongly answer to sensory stimuli \\[9 or 14\\].
\nSome students with special needs are able to cope with various challenges associated with their limitations. Students with hearing impairment may have strong problem-solving abilities that help them to overcome communication barriers \\[12\\]. Many students with visual impairment develop creative solutions to overcome barriers presented by their lack of vision \\[20\\]. Many students with physical disabilities develop high levels of resilience and adaptability to work with their constraints. With teachers' help it can be easier for them to find the right solution \\[25\\]. Some students are able to flexibly adapt to new routines, situations and changes in their plans \\[20\\]. It is essential to support such flexibility and provide an environment that accepts change.
\nSome students have the ability to be strongly motivated to achieve goals despite they face challenges. They understand the sense of their work due to their intrinsic motivation that can be based both on positive (self-improvement and success) and negative drivers (stopping negative outcome). Nevertheless, intrinsic motivation can be strengthened by extrinsic motivation that is associated with teacher's work \\[10, 18, 19\\]. Some students are able to manage their emotions and behaviours, to be aware when they need to take a break to calm down in stressful situations, etc. The teacher's facilitating role is essential.
\nTable 1 presents an overview of strategies derived from both the strengths and the needs of students with specific educational needs. Many of these strategies are interconnected and should be applied in an integrated manner when working with learners with diverse types of SEN.
\nTable 1: The overview of strategies
\n| \\[1\\] Structured routines & environment | \n
|---|
| \\[2\\] Clear / simple (structured) instructions / rules / verbal description | \n
| \\[3\\] Visual supports | \n
| \\[4\\] Repetition & revision | \n
| \\[5\\] Checking understanding | \n
| \\[6\\] Task breakdown / scaffolding | \n
| \\[7\\] Extended time | \n
| \\[8\\] Assistive technology / tools / apps /text support / captions | \n
| \\[9\\] Multi-sensory learning / tools (tactile learning) | \n
| \\[10\\] Positive reinforcement | \n
| \\[11\\] Peer support / collaboration | \n
| \\[12\\] Use of interests & strengths /real life application | \n
| \\[13\\] Chunking | \n
| \\[14\\] Low-stimulation environment / low-distraction environment | \n
| \\[15\\] Alternative outputs/communication (AAC, speech-to-text) | \n
| \\[16\\] Graphic organizers | \n
| \\[17\\] Explicit step-by-step instruction | \n
| \\[18\\] Frequent feedback | \n
| \\[19\\] Emotional support / safe space / counseling | \n
| \\[20\\] Flexibility / adjustments (orientation support) /consistency - maybe 22-25 included here ???? | \n
| \\[21\\] Social skills training & peer interaction | \n
| \\[22\\] Home-school cooperation | \n
| \\[23\\] Frequent breaks / relaxation | \n
| \\[24\\] Well arranged seating / environment | \n
| \\[25\\] Assistance / expert intervention / counseling / therapy | \n
| \\[26\\] Trained staff /peers | \n
Table 2: An overview of connection between needs, strengths, the target learning areas and useful strategies
\n| Area | \nNeed (Difficulties) | \nStrength (Compensatory) | \nBridge (How to connect) | \nStrategies | \n
|---|---|---|---|---|
| Communication | \nDifficulty with verbal/social interaction | \nStrong nonverbal or digital communication | \nUse alternative ways to express ideas | \n\\[3\\]\\[11\\]\\[15\\] | \n
| Communication | \nDifficulty understanding instructions | \nGood listening or pattern recognition | \nSimplify and structure communication | \n\\[2\\]\\[5\\]\\[17\\] | \n
| Executive Function | \nPoor planning and organization | \nLogical or step-based thinking | \nProvide external structure and routines | \n\\[6\\]\\[16\\]\\[17\\] | \n
| Executive Function | \nWeak self-regulation | \nEmerging self-awareness | \nTeach self-regulation explicitly | \n\\[1\\]\\[18\\]\\[19\\] | \n
| Memory | \nWeak working memory | \nStrong visual or auditory memory | \nUse stronger sensory channels | \n\\[3\\]\\[9\\]\\[13\\] | \n
| Reading | \nDecoding difficulties | \nStrong comprehension or listening | \nProvide alternative access to text | \n\\[8\\]\\[3\\]\\[13\\] | \n
| Writing | \nPoor handwriting or motor skills | \nStrong verbal expression | \nSeparate thinking from writing | \n\\[15\\]\\[8\\]\\[16\\] | \n
| Writing | \nDifficulty organizing ideas | \nCreativity and imagination | \nStructure ideas using frameworks | \n\\[16\\]\\[6\\]\\[17\\] | \n
| Numeracy | \nDifficulty with abstract concepts | \nPattern recognition | \nMake concepts visual and concrete | \n\\[3\\]\\[9\\]\\[17\\] | \n
| Numeracy | \nLow confidence in math | \nReal-life reasoning skills | \nConnect math to real-life situations | \n\\[12\\]\\[10\\] | \n
| Visual | \nLimited visual input | \nStrong auditory or tactile skills | \nReplace visual channel with other senses | \n\\[2\\]\\[9\\]\\[8\\] | \n
| Auditory | \nDifficulty processing spoken information | \nStrong visual processing | \nUse visual supports | \n\\[3\\]\\[2\\]\\[5\\] | \n
| Physical | \nMotor limitations | \nStrong cognitive abilities | \nRemove physical barriers to learning | \n\\[8\\]\\[20\\] | \n
| Emotional | \nAnxiety or low confidence | \nResilience potential | \nCreate safe and supportive environment | \n\\[19\\]\\[10\\] | \n
| Behavioural | \nPoor impulse control | \nMotivation and engagement | \nUse structure and reinforcement | \n\\[1\\]\\[10\\]\\[18\\] | \n