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He should be given and iPad / laptop

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The learners should be spaced out on their desks so the learner isn't overwhelmed

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The teacher could talk to him privately when he has a question (raise his hand to get the teachers attention)

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Make resources accessible in braille as much as possible
Give resources ahead of time
Text to Speech on tablets/computers

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Have the use of pen grips available - encourage him to use them

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- let them have the freedom of choice to sit where they feel most comfortable.

- less group focused work. A warning before lesson if there is group work.

- Talk to them beforehand about the lesson. Provide learners with a plan of each lesson a couple of hours or a day before the lesson so they have time to prepare themselves.

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Ensure the LSA is kept in the loop/closely worked with to have a constant understanding of Milo's needs and if the support is working. He can also be involved within this process

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Allow the learner to wear headphones or leave the room if the noise is too overwhelming

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Talk to Milo/his family and see what has helped in the past

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additional speech and theory sessions to help bring his confidence up with his stutter

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Provide the student with resources before the lesson. So the student can have time to process the information

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Provide audio notes alongside the slides if they were available before/after the session

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Arial font on powerpoint, different coloured paper, less words and more visuals, extra notes for the lesson, eye level reading rulers

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if they are doing presentations - they should start off as a small group and build up over time, as his confidence does

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SaLT (Speech and Language Therapy) additional sessions

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SaLT (Speech and Language Therapy) additional sessions

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using appropriate colours for learners

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Read aloud when you are writing on the board etc 

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Read aloud when you are writing on the board etc 

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Allow for smaller groups in group work task to provide the learner with the opportunities to suceed

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Provide the student with a transcript of key questions to allow thinking time.

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Enable live transcript for powerpoint to dictate as you're speaking.

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Speak to the student beginning of term to establish their boundaries and how they feel most comfortable in the classroom. Understand the students needs and how these can be accommodated (Need for headphones etc.)

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Speak to the student beginning of term to establish their boundaries and how they feel most comfortable in the classroom. Understand the students needs and how these can be accommodated (Need for headphones etc.)

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Provide time before or after the session to ensure the student has understood the key points from the session.

Utilise an SLA to provide additional support throughout the session.

Provide iPads/ laptops where possible to open up the session powerpoint and resources digitally.