This document provides teaching tools and strategies for helping students with special educational needs. It discusses general accommodations like giving more time and using multi-sensory materials. It then covers techniques for teaching vocabulary, grammar, reading and writing. For each area, it recommends limiting new content, using context, color-coding, and varied practice. It emphasizes preparing students before activities and including frequent review. The overall message is that special needs students benefit from clear presentation, multi-sensory learning, and accommodating extra time and support.

1. Teaching tools for
helping students with
special educational
needs
Lic. Silvia Rovegno
MSD 7, Dickens Institute

2. Agenda
√ General accommodations
√ Teaching vocabulary
√ Teaching grammar
√ Teaching reading
√ Teaching writing
√ Q and A

3. Before we start….

4. General Accommodations
 give more time
 give short, concise, linear instructions,
one task at a time
 give handout of whiteboard work
 materials should be well-structured /
clear / linear with logical, predictable
progression
 involve a minimum of jumping about
(eg backwards and forwards, from box
A to box B etc)

5.  have sentences on single lines where
possible
 keep new language to a minimum
 provide review and consolidation
 avoid too much contrastive word input (eg
their / there / they’re )
 avoid tasks designed to ‘catch out’ or
‘test’
 be multi-sensory and multi-media where
possible
 have larger, dyslexic-friendly font / larger
spacing / darker background:
dyslexiefont.com

6. Dyslexie Font sample

7. Teaching
Vocabulary

8. Basic principles of teaching
vocabulary
 Limit amount of new items per lesson
(5 to 8)
 Contextualised teaching: vocab in text
and topic
 Multisensory presentation and
practice: hear, see, touch
 Extensive practice
 Frequent revision: 3 consecutive
lessons, fornightly revision and
integration
 Words that sound the same introduced
separately

9. Colour coding
Blue words (people)
Red words (actions)
Pilot
Firefighter
Fly
Doctor
heal pilot
doctor
firefighter
fly
heal
A pilot flies a plane

10. Vocabulary box

11. Rhymes

12. Word formation games

13. Choose the odd one out

14. Wordsearch
green
pink
yellow
red
blue

15. Teaching
Grammar

16. Principles for teaching
grammar
 Grammar in context: text and topic
 From presentation to practice
 Clear and concise explanations
 Avoid terminology
 Colour coding
 From controlled to freer oral practice
 Avoid tasks that imply choosing
 Use grammar games

17. PPP with a twist
 Lead-in/warm-up
 Presentation (contextualization)
 Highlighting
 Controlled practice (manipulative
practice)
 Semi controlled practice
 Freer practice
 Recycling

18. Practising language
■ Orally first, then in writing if necessary
■ Manipulative practice: drills, find somene
who, dominoes, sort out sentences (for
syntax and structures), bingos
(prepositions)
■Semi controlled practice: role plays,
surveys
■Freer practice: problem-solving,
personalization tasks

19. Grammar games
■http://www.eslgamesworld.com/
■http://www.funenglishgames.com/
■http://www.english-online.org.uk/games
■http://www.funbrain.com/grammar/

20. Teaching
Reading

21. Teaching Reading
 Give practice on word recognition
 From sentence to paragraph
 From paragraph to text
 Break text down into smaller units
 Pre-reading phase essential
 Text should contain few unfamiliar
words
 Don’t ask sts to read aloud

22. Pre Reading activities
KWL chart

23. Other pre-reading
activities
■ Mind mapping
■ Word splash
■ Picture splash

24. Text design and layout

25. Teaching
Writing

26. Principles for teaching
writing
 Pre writing phase: key for content
(brainstorming) and organisation
(outline)
 The need to work with model
texts, colourcoding different
features
 Revision of key vocabulary and
structures for each particular text
type

27. Article: Bullying today

28. Task

29. Generating ideas
What do you remember about our discussion of the issue of bullying? Make
notes on the ideas you remember.
Now, do you have all the necessary information to write a fully informed article?
You can use the following file to order your ideas:
https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk-
SXCDtVk1gnU/edit
(Remember to make a copy in your drive, change its name when you open it)
On the next slide you will find links to explore the topic more thoroughly and
complete your notes. Remember you need to include: what bullying is, its
characteristics and consequences. Explore the links freely.
Making a good and clear article requires the use of precise vocabulary. Include
the key terms you encounter in the shared glossary below:
https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQW
P2oNOu2yY35TizA/edit#gid=0

31. Check this out

32. Or you may want to explore this
General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying
Long-term of effects of bullying: http://www.bbc.com/news/health-27063715

33. You can also get information from these infographics:

38. Colour coding

39. Important to remember
■ Preparation activities are essential to
cope with listening and Reading texts
■ Frequent and varied practice and
periodic revision help learners anchor
language items
■ Multisensory techniques (color coding,
drawing, acting) aid learning
■ Accommodations are essential to help
sts succeed in learning the language

40. Want big impact?
Use big image.
Q and A

41. Thank you for your attention!
Silvia