Teaching Children with Additional Needs

Children with special needs cross a wide spectrum from needing more support (adaptive) to being able to access a regular kids lesson. More children fit into that second category than realized which is where regular instructors having tools to approach this is important as adaptive will only be covering those with a higher level of need.

The most common age for children to be diagnosed (for Autism and dyslexia for example) is 7-10. Some of the more common diagnoses or needs that will have an impact on our lessons are dyslexia, ASD (autism spectrum), ADHD (3 kinds), anxiety. It is not an instructor's job to ever try to diagnose a child, neither do they need to know lots about each of the conditions. The most important thing for the instructors is for them to have some tools and methods in their everyday instructing that will help these children feel included, safe, access the learning and have fun.

Very basic background:

Dyslexia – information processing challenges, working memory deficits

ADHD – Attention Deficit Hyperactivity Disorder. Three types, all include attention deficit – not all children with ADHD are very bubbly.

ASD (Autism Spectrum Disorder) – challenges with social interaction, can struggle out of routine (e.g. snow school), repetitive interests. Girls with ASD often mask their concerns. ASD varies in each child.

Anxiety – Children who are often anxious mask their anxiety/concerns to try and fit in.

Everyday tools and methods to support inclusion of all pupils (and a rough guide of who this most supports). You’ll notice that these tips are also just generally good practice for all kids instructors:

• Inclusive approach, children included within the normal group, not taught separately
• Warm welcome/ learning contract (ASD/anxiety – helps children know what’s coming)
• Signposting and provide a routine – tell children what is coming up throughout the day (ASD/ anxiety)
• Friendly, positive, humorous, and connection (ADHD, ASD, anxiety)
• Keep instructions clear and simple, one key thing at a time. Don’t overload. If giving procedural instructions (e.g., stop at this location), avoid layering it up with new technical teaching. (Dyslexia, ADHD, anxiety)
• Keep new learning clear, concise, simple and more immediately achievable, make sure children in question are paying attention. (Dyslexia, ADHD, anxiety)
• Subtly organize your class so those children are in key places at key times. E.g., right behind you in busy areas. (all above)
• Ensure behind and below is spot on so it is easier for all children to concentrate. Position yourself so that children with concentration challenges are in the best listening and watching position (ADHD, dyslexia)
• Very visual style of instructing (Dyslexia – information processing, helps if they can just copy, ADHD)
• Learning through games (ADHD, all above)
  Carefully managing lift loading and down times e.g. lunchtime (anxiety, ASD)