Language difficulties/Special Learners in the Mainstream school

This covers a range of difficulties in accessing the curriculum, phonics, comprehension, maths problems, story writing,

One of the major problems they encounter is the pace of the curriculum, tasks need to be split into easier to manage   chunks, essential concepts such as   language for position,,  descriptive language, language for maths  story writing  need to be made more accessible via visuals and  frequent repetition.

Visuals and specific exercises need to be incorporated in the pupil’s daily routine to enable the child to progress.

How auditory action can help:

Individual assessment

Advice and provision of language programme

Example of programme indicating position   on and under introduction of preposition ‘in’

 Using 3 objects on the table selection e.g.   box, book, piece of Lego, pencil, ball, scissors.

Begin by modelling.  Teacher sits on the table asks, ‘Where am I sitting?’ ‘I am sitting on the table’.  Asks pupil ‘Where are you sitting.?’   Prompt if necessary ‘(I am) sitting on the chair’

Adult ‘I am putting the pencil on the book?’

Asks pupil ‘Can you put the book on the chair ‘(indicates chair)

Asks ‘Where is the book?’  Response required ‘on the chair’

Asks pupil (indicates if necessary) ‘What is under the table? (Adult has previously placed Lego under the table)

Response prompting may well be required to help response, as initially pupil may respond ‘Lego’   required response ‘Lego(is) under the table.’

Asks pupil ‘Can you put e.g. the book under the table?’ Asks pupil ‘Where is the book?’ Response required ‘The book is under the table’

Shows pupil pencils/crayons in a box

Asks pupil: Where are the pencils? Models response ‘The pencils(are) in the box’