Note:
Given that students are sometimes exposed to the following types
of instructions, teachers may also wish to assess them. However, teachers
should be aware that using instructions at this level of complexity for
students who have language difficulties is not best practice:
•
2-part unrelated instructions with additional language
•
3-part sequential instructions with additional language
•
3-part related instructions with additional language
.
Step 2:
Record whether the instructions are completed accurately and the time taken
(eg immediately or after a delay) in the
Student Response
column. For instructions with
more than one step, record the number of steps completed.
Also note whether the student’s response varies when:
• the classroom is noisy/busy (may indicate problems with selective attending or hearing)
• the student is engaged in something interesting at the time the instruction is given
(may indicate student has problems shifting attention)
• there is no one for the student to copy.
Step 3:
Record any additional assistance required by the student or contextual supports
in the
Supports
column.
30
Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
ASSESSMENT
Examples of language supports:
• use memory devices to highlight the number of steps, eg ‘There are two things
to remember (holds up two fingers) one, … etc’
• repeat the instruction (after waiting 15 seconds)
• rephrase the instruction
• add emphasis to key words
• reduce the length of the instruction.
Examples of nonverbal communication supports:
• use obvious eye–gaze
• turn head towards the referent
• use gestures such as pointing, touching or imitating the action used with
the object.
Examples of visual supports:
• touch or show an object, photograph or picture
• draw a picture
• write key words or a list of the steps.
