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Write short clear instructions on the board.

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Perhaps have her and her partner(s) in a quieter corner or in the hallway right outside the classroom with the door open.

We could have her choose a role that she feels comfortable doing and allocate the other roles accordingly (so she doesn't feel singled out)

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1- Collaborative writing: pairing him with a peer, each writes a part.

2- Peer correction: peers swap papers to check and correct, then they discuss what was wrong and correct it.

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assign him a simpler differentiated task (with more prompts - more time - less amount)

provide a writing checklist

assign supervisory role in group tasks

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Sarah and Corinne

We talked about reminding students that others have a turn.

We also talked about setting roles (like team managers) to manage social interactions.

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Address the whole class, "When we have a question or want to say something, do we shout out or raise our hands?" And then when the rest of the class is working on an activity, etc. perhaps address Rahma 1-1.

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1-

We shouldn't let them listen to the whole audio.

Breaking the listening into chunks

Providing a context so that they are really engaged enough.

Including pictures

2-

Jigsaw reading

Information gap activity

Include pictures

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ask and see how you can support

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use A3 print out

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Peer collaboration:

Writing down some notes so the SEND student could read them and be able keep up with the rest of the group

Using an app that converts audio into text

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1. Most people who are visually impaired have good listening skills. So we can turn the whole task into a listening exercise. If they are 3 students. (Student 1) will read the questions , and ask Hamza (Student 2) to stop them while they are reading the passage if he thinks that they found the answers. Student no.3 can read the text.

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send the material beforehand

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1-

-Do live listening.

-Give each half of the script to read to each other and answer questions.

-Chunk the listening.

2- Running dictation/ jigsaw reading