Provision and / or strategies:
In addition, to strategies to suggested in the other cognition and learning areas, the following may be of help:
- Assessment through teaching to identify the areas of need in consultation with the child or young person (CYP) or observation if more appropriate.
- Teach metacognition approaches (how we learn e.g. by trying to understand the CYP’s difficulty and asking them what helps).
- Adopt a neuro-diversity approach to celebrate the strengths of each CYP.
- Recognise and celebrate success in effort and show interest in other areas of their life.
- Work closely with the special educational needs co-ordinator (SENCO) and other specialist staff to understand what strategies or approaches to use in line with advice from assessments or consultation.
- Use evidence-based interventions to develop skills e.g., spelling, handwriting, literacy, numeracy.
- Link learning to real world situations.
To support memory:
- Provide memory aids e.g. alphabet strips, number squares, post-its, key word lists, table squares
- Use planning tools such as mind mapping
For literacy difficulties:
- Make simple changes e.g. font style and size, coloured paper, line spacing, lighting, overlays, adaptation, appropriate use of technology.
- Use ‘think, pair, share’ to provide time to think
- Consider peer groupings so the CYP has access to good role models for language and communication.
- Consider use of appropriate learning resources e.g. pencil grips, spelling aids and alternative methods for recording information – including verbal and ICT methods.
- Provide opportunities of over learning through games to support reinforcement.
For numeracy difficulties:
- Provide access to concrete resources e.g. hundred squares, number lines, Numicon etc.
- Teach in the sequence of language, concrete resources and diagrams before symbols.
- Support use of a calculator when mental calculation is not the focus of the session. For example, when solving word problems.
For developmental co-ordination difficulties:
Please note: a small number of CYP may have a formal diagnosis e.g. dyslexia, dyscalculia or developmental co-ordination difficulties. For all areas of need, any provision or support should be provided in line with the needs of the CYP and is NOT dependant on any formal diagnosis.
Last updated 3 September 2020