Counselling and Disability Services
Teaching Strategies That Work
Specific Area of Difficulty
Auditory Processing difficulties are seen as the
inability to interpret, organize, analyze, or
synthesize an auditory message.
Suggested Teaching Strategies
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Structured classroom environment
Oral lessons in written format or in
outline form for the student to follow
Work out cues with the student to ensure
that the student has eye contact when
instructions are being given
Speak in a normal (not fast paced) and
distinct manner using simple vocabulary
Use gestures to reinforce what is being
said and key ideas
Emphasize key words and word endings
when speaking and writing
Paraphrase instructions and information in
simpler language rather than only
repeating
Clarify instructions when changing
activities
Encourage students to ask questions when
confused
Provide copied notes as these students
have difficulty listening and writing at the
same time
Monitor the student’s understanding of
directions by asking the student to repeat
Identify a list of key words for the student
to listen for
Provide visual aids whenever possible
Evaluation Techniques
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Allow tests to be broken into smaller
portions
Give the student short directions,
explanations, and instructions to follow
Ensure the student has understood the
directions
Provide written directions and instructions
to supplement oral
Interact frequently with the student during
the test
Teaching Strategies That Work
Specific Area of Difficulty
Visual Processing difficulties are seen as the
inability to interpret, organize, analyze or
synthesize a visual message.
Suggested Teaching Strategies
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Spatial difficulties are seen as the inability to
interpret, organize, analyze or synthesize the spatial
components of a visual message.
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Reduce the amount of visual information
on a page/ powerpoint
Highlight important phrases that students
are to look for in assigned readings
Consider assigning fewer questions while
retaining the level of difficulty for
assignments
Encourage and allow students to use
computers
Try to reduce the amount of visual stimuli
in the classroom
Provide copies of notes/ powerpoint
Provide a model or example of completed
assignments
Provide a visual organizer for lecture
materials
Reduce the amount of visual material that
a student has to absorb at one time
Consider assigning fewer questions while
retaining the level of difficulty for
assignments
Incorporate kinesthetic means whenever
possible when introducing new strategies
Evaluation Techniques
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Adjust tasks that primarily rely on visual
ie matching tasks
If possible provide sample questions with
answers or models on how to answer
Consider oral testing
Allow visual blank organizers to be
brought into the test to assist students in
organizing the information required to
respond to questions
Limit the amount of visual information
presented on the page- ie adequate spacing
between questions
Accept point form answers
Consider alternative methods of evaluation
other than a written test to determine if the
student understands concepts ie oral
testing
Teaching Strategies That Work
Specific Area of Difficulty
Written-expression difficulties- are seen as the
inability to actively communicate thoughts and
ideas in a structured, sequential, and organized
form.
Teaching Strategies
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Language-processing difficulties- are seen as the
inability to receive, comprehend, organize and
express language in its appropriate forms.
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Evaluation Techniques
Consider alternative formats to written
tasks for practicing and demonstrating
knowledge of a concept
Pair the student with a classmate who can
do the writing for them
Utilize co-operative learning groups
Model written work or provide examples
of written assignments
Help students to brainstorm ideas about a
topic and develop an outline form
Provide the student with a list of important
vocabulary words
Allow the student to demonstrate
knowledge in non-written format
Provide copies of notes for students
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Model slow, easy speech for the student
Allow the student additional time to
process the information and to formulate a
response
Introduce and explain key vocabulary in
context
Emphasize the use of context cues
Use a multi-sensory approach
Provide opportunities to practice
sequential activities
Establish cues with the student to
encourage participation in class that will
signal the student’s readiness to participate
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Permit the use of point form or visual
organizers for answers to essay questions
or questions of a similar type
Follow up a written test with oral
questioning on missing parts or consider
oral testing
Allow use of a computer
Consider a take-home test
Use fill-in-the-blank, true-or-false or
matching questions to reduce writing
requirements
Allow students to answer questions using
tape recorder
Benefits from oral testing
Use vocabulary that the student has been
acquainted with through class
Teaching Strategies That Work
Specific Area of Difficulty
Teaching Strategies
 Use word problems that relate to the
Mathematics difficulties are seen as the inability
to deal with numbers and mathematical concepts.
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Organizational difficulties are seen as the inability
to internally structure for the purposes of planning,
monitoring and evaluating information
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student’s experience. It may mean
utilizing resources outside of the text
Use concrete manipulations to demonstrate
and practice problems before moving to
the symbolic
Allow students to use a calculator, but
ensure that the process is demonstrated in
the student’s work
Encourage students to highlight key words
for steps, directions or operations in
questions given to him or her
Provide practice in math by using a
computer software program that gives the
student immediate feedback
Have a math reference sheet or cue cards
that demonstrate the steps to solving a
particular type of question
Ensure the student has a clear
understanding of the math vocabulary
being used ie provide a vocabulary list or
encourage students to create one
Provide structure and routine
State directions clearly and directly
State the purpose or points to be covered
in a lesson at the beginning
Provide key vocabulary for the lesson
Consider e-mailing students homework
requirements
Model and teach strategies for
approaching a project
Have students review the assignment
requirements with you
Use co-operative learning techniques to
draw upon the organizational skills of
others
Evaluation Techniques
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Evaluate on a daily or weekly basis rather
than on lengthy tests or exams
Do not mix concepts at one time if lengthy
tests are required
Provide a visual model with test questions
to demonstrate what is being asked
Use personal experiences when designing
math problems
Allow oral testing for word problems
Highlight operational signs so that the
student is sure to notice the signs before
beginning an operation
Highlight key words on a test so that the
student is sure to notice the words before
answering the question.
Encourage students to use outlines, maps
or visual organizers for tests
Consider test questions that do not require
as much organization ie multiple choice,
true and false
Provide a model or examples in test items
Teaching Strategies That Work
Specific Area of Difficulty
Memory difficulties are seen as the inability to
retain and recall information
Teaching Strategies
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Attention difficulties arise from the inability to
filter out extraneous auditory, visual or kinesthetic
information in order to focus and maintain attention
to the task at hand
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Reading difficulties are evident for many reasons
usually related to weaknesses in any of the above
areas
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Use repetitive practice or drills
Use a multi-sensory approach that
considers multiple intelligences
Present new material in short, easy steps
Provide a list of vocabulary words and
math formulas
Teach memory-enhancing strategies ie
mnemonics
Have the student repeat directions to
ensure understanding and retention
Provide a written handout along with oral
directions
Inform the student when possible, prior to
all scheduled changes in routine
Give only one direction at a time or
number multiple directions
Provide directions both in oral and written
format
Provide visual examples and steps for
completing assignments
Provide an outline for lengthy reading
assignments and point out main ideas for
students to highlight
Activity-based lessons work best for these
students
Make eye contact or use visual cues with
the student when giving instructions or
redirecting attention
Consider practice tests so the student
comprehends the structure of tests
Provide multi-modal forms of reading
assistance ie couple oral and visual support
by providing a key vocabulary list
Use peer buddies for reading assignments
to be done in class
Engage in pre- and post- reading
discussions
Encourage students to make notes while
reading using visual organizers
Evaluation Techniques
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Consider methods other than a written test
for evaluation
Consider multiple choice questioning and
providing a list when using fill-in-theblank questions
Permit the use of the calculator
Provide examples on the test to
demonstrate what is being asked
Adjust the length of tests. Test for
knowledge, not endurance
Avoid visually crowded sheets or
confusing configurations for tests
Consider open book or oral tests
Give more weight for assignments and
projects
Provide clarification for tests, especially
test directions and other support when
needed