Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
–
pacing presentation
to
give
students
time
to process
the
information
(Westwood 2006)
•
adjustments
to
enable
access
to
particular
learning
experiences
–
such
as:
•
Braille
or
large
print
•
oral/sign
interpreters
•
subtitled
videos
•
symbols
paired with
print
–
use
of
assistive
technology
such
as:
•
closedcircuit
television
(CCTV)
•
jellybean
switch
•
speechgenerating
device
•
text
reader
software
•
word
prediction
software
–
digital
version
of
a
text
•
instructional
scaffolding.
Instructional
scaffolding
Instructional
scaffolding
is
a means
by which
support
and
guidance
is
provided
to
assist
the
development
of
students’ understanding
of English.
Scaffolding may
involve modelling,
cues,
hints,
prompts,
steps,
teacher
questioning,
direct
guidance,
selection
and
sequencing of
examples, or
support
from
a
teacher,
teacher’s
aide or peer.
Scaffolding
is
temporary
and
is
adjusted
as
a
student
becomes more
successful
or
independent
in
undertaking
a
task.
Scaffolding
is
reduced
in
a
gradual
and
planned way
by
providing more
varied, more
difficult
and
less
familiar
examples
or
by
changing
the
level
of
support
provided
to
the
student
(Harniss
et
al.
2002).
Scaffolds may
be
presented
in
verbal,
visual
(written
and/or
pictorial),
or
physical
form.
Examples of scaffolding presented in a verbal form:
–
prompting a student having difficulty reading a word with ‘What do you do when
you come to a word you don’t know?’
–
highlighting new or key information, eg ‘Listen carefully, we are going to learn
something new!’
Examples of scaffolding presented in a visual form:
–
providing visual cues to highlight key information in a written text, eg underlining,
bold or colour font (Westwood 2006)
–
providing a picture prompt of a ball inside the round part of the letter ‘b’ to cue the
student that the letter is b, not d
–
displaying a chart of highfrequency words to assist with spelling
–
displaying the steps involved in developing a written text type
–
providing data banks of word families, topic/theme words
–
adding symbols to magazines/books next to pictures/text
–
providing permanent models, eg sentence structure.
26
Teaching
and
learning
cycle
English K–6