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Use pictures or photographs to reinforce and review the vocabulary that has been taught.

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Use pictures or photographs to reinforce and review the vocabulary that has been taught.

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Work at the student's pace.

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When english isn't the first language, learners my have a support team to help them.

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Writing on whiteboards to show answers rather then verbally giving them.

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Being aware of slang words and accents that may be misunderstood.

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UH

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As well as photographs and pictures, videos could also be used.

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Be careful not to over complicate a subject when it is a new topic. 'Big words' often discourage students from learning, whereas easing them in with more simple terminology to explain new concepts will have a positive effect. Once the seed has been planted more complex terminology can be introduced.

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Use Widgits and encourage learners to use their speech to recognise these. 

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Use Widgits and encourage learners to use their speech to recognise these. 

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Encourage the learners at all times to use their language to help improve this. Allocate a learning support staff where necessary to do some work on a 1:1 basis to help build upon their language skills. 

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Encourage the learners at all times to use their language to help improve this. Allocate a learning support staff where necessary to do some work on a 1:1 basis to help build upon their language skills. 

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Avoid the use of idioms such as, "it's raining cats and dogs" as these can be taken literally when working with SEN students. May be bullet point what you want to say so that it chunks your language and stops you giving too many verbal instructions. 

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Avoid the use of idioms such as, "it's raining cats and dogs" as these can be taken literally when working with SEN students. May be bullet point what you want to say so that it chunks your language and stops you giving too many verbal instructions. 

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Students way want to communicate in a preferred way, such as drawing a picture, drama, or writing something down. Don't force the student to communicate in a manner that they don't feel comfortable with (such as asking them to answer a question verbally in class) 

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Students way want to communicate in a preferred way, such as drawing a picture, drama, or writing something down. Don't force the student to communicate in a manner that they don't feel comfortable with (such as asking them to answer a question verbally in class) 

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I have a speech impediment and have had it since I was 5 years old. Please give students enough time to answer and don't allow students to start talking just because we take our time getting our words out  

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I have a speech impediment and have had it since I was 5 years old. Please give students enough time to answer and don't allow students to start talking just because we take our time getting our words out  

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use a variety of communication aids and methods, encourage the student to communicate using these at all time. Ensure the student has a way of communication and if the student is no verbal there is some form of documentation that will help staff to understand the student 

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use a variety of communication aids and methods, encourage the student to communicate using these at all time. Ensure the student has a way of communication and if the student is no verbal there is some form of documentation that will help staff to understand the student 