Lesson tips for Special Educational Needs

Richard Cleeve
Children sat at desks in a classroom with their hands up

In this blog, James Laidler talks about his insights into how to plan lessons for neurodiverse students. James is a teacher and has been a Special Educational Needs (SEN) Coordinator for the past 18 years. He also discusses how important it is to consider your terminology, using phrases like ‘special learning powers’ or ‘neurodiversity’ to break down negative stereotypes. On top of this, he wants to help teachers and students recognize the strengths SEN students can bring to the classroom.

James explores special needs education and what teachers can do to ensure their lessons are inclusive for all. A lot of these lesson tips are also great to apply to keep all students engaged, SEN or otherwise.

Defining Special Educational Needs

To define what Special Educational Needs (SEN) is, a child has SEN if they have a learning difficulty or disability that calls for special educational provision. Learners with such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

Inclusive lesson tips for neurodiverse students

Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students.To help, James offers some tips for lesson planning which aim to turn learning diversities into strengths:

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget, or act without thinking.

Lesson tips for ADHD students:

  • Movement breaks – Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.
  • Group work – To keep learners active and engaged, include group work in class. This means they don’t have to focus on the board for too long.
  • Dramatise lessons – A really effective activity is to . For example, students can act out role plays or other fun . It keeps them motivated, holds their attention and can be fun for all of the class.

Dyslexia

Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person’s phonological awareness, verbal memory and verbal processing speed. Lesson tips for dyslexic students include:

  • visual aids – Learners with dyslexia tend to have . Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.
  • font and spacing – When setting reading tasks, simply , enlarging font size, and double spacing is hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.
  • text-to-speech software – Using a text-to-speech specialized software often provides significant support to those who struggle with reading or digesting text on computer screens – try or .

Autism spectrum disorder (ASD)

ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The severity of symptoms is different in each person. Lesson tips for ASD students:

  • Encourage systematic skills – Often students with ASD may be more systematic than other students. This means they favor routines, regular processes, and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.
  • Talk about interests – Autistic students may have specific interests they love to research. Engage them by getting them to or ask students to create projects on a topic they choose that they can present to the class.
  • Teaching online/blended learning – If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away the social and emotional challenges of school and people interaction, which can benefit ASD students.

Anxiety disorders

Anxiety disorders differ from normal feelings of nervousness or anxiousness, but rather involve intense fear or anxiety. in young people and greatly affects their ability to learn.

Lesson tips for anxiety disorder students:

  • Changing language and terminology – Our education system is very exam driven, which can cause students to experience much stress. By simply offering reassurance, guidance, and motivation, you can help to reduce their feelings of anxiety.
  • Talk openly – Encourage learners to discuss their feelings if they struggle. They can do this with you, a classmate, or a support worker at the school. If they open up to you, focus on .
  • Mindfulness techniques – Try adding five minutes at the start of the day for guided meditation or breathing exercises. It may help students to begin the day in a calm and relaxed manner.

More blogs from ɫèAV

  • A teacher sat at a table with students helping them work

    GSE Teacher Toolkit: Teaching mixed ability classes

    By Sara Davila
    Reading time: 4 minutes

    One of the biggest challenges for language teachers is teaching a mixed ability class. Students with different levels and abilities will always be present in our classrooms. So, how can we use the to improve mixed ability teaching? Let’s find out.

    How to teach mixed-ability classes

    Differentiated instruction is the best way to address the challenges of mixed ability classrooms. This is a method that helps teachers adjust aspects of the curriculum to match the different levels ofstudents.*This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied anddifferent.

    In order to differentiate instruction and support students with different needs, teachers can change:

    • the content being taught
    • the process used to teach
    • the product students create
    • the environment where learning takes place

    Adjusting the content tends to be the most obvious way to support learners. So, teachers who want to engage with differentiated instruction in mixed ability classrooms often find themselves producing a lot of content. This is greatas a way tosupport learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.

    Content vs process

    Instead of adjusting your content, you can use the GSE Teacher Toolkit to adjust your process. When you’re not creating lots of new content, you’ve got more time to consider how to teach new language to your students and how they can show what they’ve learned.The GSE Teacher Toolkit helps teachers to focus on the process and language production of learners, rather than the content you are teaching.

    This means less work for you, and more engagement from your students, no matter what their level is. And the GSE Teacher Toolkit can help you understand the skills we can expect students to demonstrate. So how does this work in practice? Let’stake a look.

  • A woman with a backpack stood in a airport looking at one of the many boards

    Travelling to an English-speaking country? 6 simple things you need to know

    By Steffanie Zazulak
    Reading time: 2 minutes

    Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

    Here are six simple things you need to know when travelling to English-speaking countries:

  • A teacher sat with students reading

    5 STEAM myths debunked

    By Sarah Hillyard
    Reading time: 4 minutes

    STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

    1. STEAM requires a lot of time

    STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

    But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.

    Here are some easy, low-preparation challenges your classes can take part in:

    10-minute STEAM challenges:

    • Winter unit: How tall can you build a snowman using paper cups?
    • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.
    • Bug project: Can you create a symmetrical butterfly?

    2. You need fancy materials to do STEAM

    The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.

    However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

    Here is a low-tech activity you can try:

    Combine engineering, art and math using cardboard and a pair of scissors

    This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

    3. STEAM is targeted to older learners

    Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO® bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry.

    Check out this simple STEAM experiment to learn about plants and their needs.

    How do plants eat and drink?

    Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.

    After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.