Strategies to Support Teaching Pupils with SEND
There are many pupils in mainstream schools who may have additional learning needs. Some
may have accompanying learning disabilities or more than one condition. A lot of pupils may
struggle with the change in routine of returning to school, while new safety measures and a new
‘normal’ may also cause pupils distress and a feeling of being overwhelmed. Trying to cope with
such changes can lead to challenging behaviour and meltdowns. This challenging behaviour is
often due to an underlying anxiety, frustration or sensory sensitivity. It’s not always clear what has
triggered it – making it hard to control the situation and identify useful strategies.
The strategies here are intended to give ideas to teachers and are by no means an exhaustive list.
Similarly, the strategies might not be appropriate for all pupils, so you should check the specific
needs of vulnerable students and whether any strategies are already in place. Always follow your
school procedures for safeguarding and seek further guidance from other members of staff if
you are unsure of pupils’ behaviour. It is imperative that you refer those pupils who need further
support.
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Strategies to Support Teaching Pupils with SEND
Cognition and Learning
1. Tell pupils the three objectives of the lesson, then teach those objectives and recap them at the end.
2. Link new learning to what pupils already know. For example, at the start of the lesson, ask pupils
to create a mind map of what they already know about a subject.
3. Break new learning down into small steps.
4. Provide multiple examples of new concepts and, where possible, link these to real life.
5. Use short, simple instructions. Give one at a time and check for understanding. You may want to
display the instructions as well.
6. Give pupils time to think before answering a question. For example, “I’m going to come back to
ask you, [insert name].”
7. Display a list of key vocabulary for the lesson and teach the meaning of each new word.
8. Agree a private signal a pupil can use to show you they have not understood.
9. Allow pupils to record their ideas using alternatives to writing. For example, bullet points, mind
maps or pictures.
10. Use scaffolding where appropriate. For example, sentence starters, writing frames.
Dyslexia or Irlens
1. Avoid asking pupils to copy from the board. Have learning objectives pre-printed, where possible.
2. Be aware that pupils may find it difficult to remember questions, information or instructions in
their head for long enough to act on them. Repeat instructions and questions; break them down
rather than saying them all in one go.
3. Allow time for processing. Pupils may need extra time to complete a task.
4. Avoid criticism if a pupil forgets a piece of information.
5. Praise for content instead of presentation.
6. Allow pupils to record their ideas using alternatives to writing. For example, posters, mind maps,
using a laptop, drawing pictures.
7. Use scaffolding where appropriate. For example, sentence starters or writing frames.
8. Use prompt sheets. For example, ‘Questions to Answer’ or ‘Key Words to Use’.
9. Do not ask pupils to read aloud in front of others, unless they volunteer.
10. Have homework on a pre-printed sticky label they can stick into their books.
11. Consider your seating plan to ensure that pupils sit away from harsh lighting, as this can make
working more difficult.
12. Where possible, ensure that printing is on a coloured paper suitable to the pupil’s needs or that
a coloured filter is available. You may also consider having a different background colour on the
board or presentation. Check with the strategies and requirements for specific pupils.
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Strategies to Support Teaching Pupils with SEND
Speech, Language and Communication Needs
1. Use pupils’ names before asking questions or giving instructions.
2. Give instructions before, not during, an activity.
3. Use cued listening. For example, before making explanations, give pupils a short list of questions
that they will have to answer after listening to the teaching points.
4. Keep verbal instructions simple and in the order that you want them to be carried out.
5. Give pupils time to respond and then, if necessary, repeat what you said. Ensure you use the
same words unless you think the vocabulary was too difficult to understand.
6. Check for understanding. Ask pupils to tell you what they have to do.
7. Agree a private signal a pupil can use to show you they have not understood.
8. Display a list of key vocabulary for a lesson and teach the meaning of each word.
9. Allow pupils to record their ideas using alternatives to writing. For example, bullet points, mind
map or pictures.
10. Support oral work with talk frames/key phrases (first, next, finally).
ASD
1. Use visual support. For example, pictures, signs, symbols and gestures.
2. Establish a routine. For example, use visual timetables or lesson structure posters. This can help
the transition from one activity to the next.
3. Use pupils’ names before asking questions or giving instructions.
4. Keep any instructions short and specific. Ensure you have pupils’ attention before giving any
instructions. Break the instructions down into smaller chunks and allow time before repeating
the instruction.
5. Try to avoid instructions using any figurative or metaphorical language. For example, ‘give me a
second’, ‘in a minute’.
6. Give pupils time to respond and then, if necessary, repeat what you said. Ensure you use the
same words unless you think the vocabulary was too difficult to understand.
7. Pupils may not understand non-verbal cues such as facial expressions and gestures may not
make sense to them at all. If you’re used to teaching pupils who don’t have ASD, it can take
some time to get used to the right wording for what you want to say. Practise being as direct as
possible. Additionally, be aware that some pupils may not be able to maintain eye contact, or
even make it at all – do not criticise them for this or demand that they do. Equally, some pupils
work so hard to make eye contact that they make inappropriate eye contact and may appear to
stare. They are not being rude; simply trying to follow a behaviour they have had to learn.
8. Be aware of sensory issues. Pupils may be either over-sensitive or under-sensitive to sensory
stimuli the rest of us don’t even notice. For example, they may be bothered by perfumes and
other smells, certain lighting, or even the buzzing of electrical appliances and echoes from other
areas.
9. Be prepared to change your plan. Some things will be trial and error and what works for one
pupil may not work for another. Try and see how it goes.
10. Don’t ask pupils to talk or write about imagined experiences or those which depend on empathy.
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Strategies to Support Teaching Pupils with SEND
Hearing Impairment
1. Seat the pupil at the front of the classroom where they are able to read text, hear and lip-read.
2. While teaching, ensure the light is on your face. For example, don’t stand with your back to a
window.
3. Face the pupil when speaking to aid lip-reading; repeat any instructions that have been given
when the pupil could not see the speaker. Avoid writing on the board while you are speaking.
4. When others contribute, ensure that they speak one at a time.
5. Minimise background noise.
6. Use short, simple instructions. Give one at a time and check for understanding. Repeat instructions
first in the same words but, then, if the pupil does not understand a word, use a different one.
7. Use pupils’ names before asking questions or giving instructions.
8. Allow a range of ways of recording information, so learning is not limited by pupils’ ability to
write full sentences. For example, bullet points and mind maps, use of ICT, pictures, etc.
9. Allow the pupil extra time to complete tasks.
10. Don’t ask the pupil to make notes if watching a video or clip.
Visual Impairment
1. Avoid pupils having to look directly into a light source. For example, don’t sit or stand with the
light behind you.
2. Use clear well-spaced print that is suitably contrasted with the background. Use non-glossy, nonreflective paper. Use photocopies of masters, not of faint or blurred versions.
3. Give verbal descriptions to replace information from pictures, questions or facial expressions.
4. Ensure that the pupil has individual copies of presentations and resources such as vocabulary
lists.
5. Use pupils’ names before asking questions or giving instructions. Indicate who is talking in a
class discussion.
6. Use larger-lined paper or squared paper.
7. Minimise the need for extensive handwriting recording.
8. Use tactile indicators. For example, sticky-tac or paper clips to help the pupil find information or
locate where they need to be on a page.
9. Allow the pupil extra time to complete tasks.
10. Ensure the pupil has access to the most appropriate medium for recording work.
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Strategies to Support Teaching Pupils with SEND
ADHD
1. Seat the pupil near the front of the classroom with their back to the class.
2. Allow the pupil to fiddle with a piece of sticky tac, rubber band, squeeze ball or another chosen
object.
3. Make tasks short, with frequent breaks.
4. Give instructions simply and clearly; ensuring the pupil is looking at you. Check that they have
understood them.
5. Use a sand timer to help the pupil complete a task in a specified period of time.
6. Aim for lots of positive comments.
7. Establish and use a clear classroom routine. For example, use visual timetables or lesson
structure posters. This can help the transition from one activity to the next.
8. When the pupil is misbehaving, be clear what you want them to do, rather than what you don’t.
Remind the pupil of a rule rather than ‘telling them off’. Use the language of choice, reminding
the pupil of the consequences of the various behavioural choices open to them.
9. Give clear guidelines before each task. For example, ‘I expect you to have produced at least three
lines by half past 9.’
10. Devise a private signal system to let the pupil know when they are off task or behaving
inappropriately.
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