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A student with partial visual impairment and dyslexia is struggling to follow lessons.

What can be done to help the student learn more effectively?

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A student is a wheelchair user with bilateral severe hearing loss has issues understanding lessons and carrying out practicals.

What can be done to support the student more effectively?

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Ask for volunteers able to work with him to form a group.

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Ask for volunteers able to work with him to form a group.

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A student with ASD is often distracted or spaced out and has trouble keeping up in class. He also faces issues when working in project groups.

What can be done to help this student?

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Allocate movement break during session.
Let students know the forth coming changes in lessons

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- Assign a buddy to help the student.
- Send student to counselling training.
- Put up visuals instructions to draw his/her attention.
- Slow down the pace of the lesson.
- Keep the lesson concise without too many changes/variety.
- Allow breaks for movements, as student may need to move.
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# data[].attributes.body
Press the 3 dots at the top right corner of this post, "Edit Post" and type out your discussion here.

# data[].attributes.body
Press the 3 dots at the top right corner of this post, "Edit Post" and type out your discussion here.

# data[].attributes.body
Press the 3 dots at the top right corner of this post, "Edit Post" and type out your discussion here.

# data[].attributes.body
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Ensure that the movement to the lab is wheelchair friendly ie ramps, lifts etc.

Arrange for a classmate buddy to help the student navigate around

Use visual aids to teach instead of only auditary, perhaps video demonstration with subtitles.

ensure hearing aid tools are avaliable in class?

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1. Invite student to sit in front.
2. Use markers with better colour contrasts - e.g. black and blue.
3. For all printed materials, print with larger and simple fonts (e.g. Ariel) on A3 paper.
4. Verbalise instructions as far as possible.
5. Explain instruction clearly. Repeat if needed.
6. Allow more time for time bound assessments.
7. Have regular check-in's to monitor their progress and see if they need more help.
8. Be ready to support the student separately outside of regular class hours.
9. Explore forming a group to include the student as a means of peer support.

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Write on the board, especially instructions for lab.
special arrangement for the lab bench to suit the wheel-chair user student.
Video, use transcription ... student can read.
reserve front seat for student
assign a buddy.
use the roger pen if possible or other forms of AT devices.
Prior to lesson, give him/her the lesson notes for preparation.