Through the lens of Universal Design for Learning by EUN Partnership aisbl

Nektarios, Greece

nektariosf — 2018-10-22 11:49:32 UTC

Usually during the implementation of a project, I give my students written instructions, eg in greek "Γεια σας! Με λένε Αναξίμανδρο και ... Στην κάθε ομάδα θα συμμετέχουν μαθητές από όλες τις τάξεις, Καλή επιτυχία σε όλους!"
Students with SEN some times need much time to read those instructions and I can be difficult for them to understand the meaning. So I can use a web tool to give them oral instructions like this http://tinyurl.com/y998xtme

Lisa, Flanders

2018-10-22 12:11:37 UTC

This isn't really applicable for me since I don't teach myself. But thinking of the practice of teaching I think it can be useful for teachers to for example provide powerpoint presentations in advance, this way students with problems with reading of processing of information, can take a look at the information in advance.

Daniela, Italia

2018-10-22 13:52:10 UTC

Technology can greatly enhance the inclusiveness of learning resources by ensuring that all types of learners can use, access and contribute to content significantly. Listening to stories, stories, songs could help children with special needs, involving them and not making them boring. Stimulating their curiosity with audio and video supports could be able to reduce their difficulty.

Chris, Malta.

2018-10-22 16:01:08 UTC

As a teacher of Design and Technology within an education resource center where we cater for students with various abilities, in such a subject varies tools are used and so for students to be part of the whole educational process we have adapted various tools to their needs and make certain layout arrangements with the Lab as to meet their needs. As such, we are using specialised tools like mitre saw which makes it easier for them to use and feel that what they are doing is essential.

Annalisa, Italy

riplo — 2018-10-22 16:04:35 UTC

For a project, kids had to learn some songs in English. One of them was "Country Roads".
I adapted the text by translating it in AAC for a SEN student of the class. Here it is:

Violeta, Romania

violeta_crst — 2018-10-22 16:08:04 UTC

As a teacher of french i think my ressources would be more accessible if they would be accompanied by images, pictures, grammar's table, song's lyrics, poems, etc.

Sylvie, Belgium

2018-10-22 17:38:22 UTC

I always give the weaker readers the opportunity to read the text in advance (sometimes at home, sometimes in class with a special readingprogram, sometimes in peer groups with classmates)

Nurullah, Turkey

nurullahkaya — 2018-10-22 18:12:56 UTC

I ask to SEN students a question about the subject to be covered in the next lesson and I want to from them they think about the answer to the question before class. I believe it will prepare them a little more.

Maria, Italia

damoramary7 — 2018-10-22 18:20:19 UTC

i have realized with my students this work to create a link with the study of gography.. Before i think it's not possible for him.. so although we could to draw earth,..the results is not clear..then i discovered that using creativity and art (color in paper bent over) we can create an alternative world to discuss with other children

Ana, Portugal

2018-10-22 18:23:57 UTC

If one student has difficulty in to draw or represent objects we do a search on the computer, for images, videos or photographs of the object, then I ask a colleague to help him or I give him part of the drawing to complete. The student maintains the motivation and involvement in the class activities.

Zita, Lithuania

2018-10-22 18:30:32 UTC

As a social teacher I noticed that kid after some active work, are more open to work something that I need. So before tasks, we do some physical exercises. And it tottaly works. Plus they are moving. What would help, probably some technologies like smart floors or wals would make it funnier and more likeble for kids.

Rosi, Austria

2018-10-22 18:35:01 UTC

For me pictures are also a very important ressource... I work with pictures every day... for some of my pupils the scedule has to be very transparent... so I needed a possibility to show them the timetable in pictures. It is on the wall and they know which subject comes next and which books an materials have to be prepared. By the way, all pupils in this class use this timetable.

Tanja, Croatia

2018-10-22 18:35:57 UTC

At a lesson, a student often has to anticipate an experiment, describe their observations, present their conclusions on paper templates and other students. This is extremely demanding for SEN students. I can make an online experiment template and make SEN student work easier. Or ... the student can use a tablet to record the experiment, look at it later and write a description of the experiment on the olline paper template and use some of web 2.0 tools for present their experimental conclusions.

Jolanta, Polan

2018-10-22 18:39:46 UTC

I use music and pictures and must say it helps to concentrate amd do tasks better.
Of course, I choose relevant music and pictures.

Anja, Austria

2018-10-22 19:14:39 UTC

I also use lots of pictures and some special music for some special situations. E.g. slow instrumental music: the children knew it is time to get quiet, look at me and listen to me.
I have a picture timetable on my board and the same pictures are at the exercise books.

Ljubica Ruzhinska, Macedonia

rljubica_78 — 2018-10-22 19:36:54 UTC

I teach English as a second language in a primary school. I have 3 SEN students in my VI grade classrooms who have autism and don't speak. With them I use pictures and drawing to express their knowledge and thoughts. Our last project assignment was titled "Facts about me". All students had to write a short text to give information about themselves. For my autistic students I used the following worksheet where they had to draw the "information about themselves" instead of writing it as a text.

I use a lot of ICT in my class. Smart board games, quizes, etc. We listen a lot of music and dance every day.

ana_sudac1 — 2018-10-22 19:44:40 UTC

Abdullah, Konya, Turkey

abdullahozturk42 — 2018-10-22 19:53:19 UTC

Our school has a foreign student. We do not understand the language. A group of Turkish students did not participate in the study because they could not perform the skills. The study was the work of knitting the rope after passing the rope to the tree. Turkish students could pass the rope through the tree but could not bind the rope. The foreign student could not pass the rope but he could tie the knot. Turkish students passed the rope by providing unity. Foreign students also practiced the skill by knotting together.

Nazlı-Turkey

nazliulutepe52 — 2018-10-22 20:01:08 UTC

The need for a support system is fundamental. There must be a consensus between teachers about the specific learning needs of different children in the classroom and school. Moreover, the broad involvement of parents and the community is crucial to the realization and continuation of participation

isa çetin

isacetin03 — 2018-10-22 20:11:00 UTC

uzzles, tes solutions, quizzes, games ...

Beyza, Turkey

2018-10-22 20:52:13 UTC

I am very impressed when I saw your teaching practices one of them from Annalisa, Italy and the other one from Ljubica, Macedonia. These are wonderful ways to incluse all kinds of students. I don't teach myself as I am school counselor. However, I try to use many different ways to reach the students' minds. I support them in their learning journey.

Elisabete, Portugal

2018-10-22 21:46:16 UTC

As an example, I have selected something I did together with my German as a Foreign Language students (24 mixed-ability students, two of them having SEN) a year ago. It was what they decided to call “Blätter unserer Tagebücher“ (a page of their diaries, or just a short description of their daily routine under the form of a page of a diary). We talked and read about the topic, then watched a trailer of a short film about it. In the end, students had to write about it, too.

„Before“:

Some of them did not feel very motivated to write texts that would just be „one more written task“ or „one more composition“.

„After“:

I then suggested they used padlet to create and post their texts, and they all ended up doing a very nice job (see attachment). Two of them decided to present their work as a dramatization, but unfortunately, I did not keep a record of it.

Maria, Romania

2018-10-23 06:41:00 UTC

I use music and picture

Stela, Romania

2018-10-23 07:25:58 UTC

For me pictures and musics are a very important resasource

Yavuz, Turkey

yavuzyildiz69 — 2018-10-23 07:32:12 UTC

First of all, it's fun to work with music and then draw a picture.

2018-10-23 08:26:12 UTC

From Turkey

Our lessons are processed on smart boards.

Carmelina

enrico_alosi — 2018-10-23 09:08:04 UTC

In my lessons I always try to integrate different ways of learning: the body, the images, the music ... so that each of my children can use the channel that is most suitable for him to learn

Maddalena Farruggia (Italy )

2018-10-23 10:19:48 UTC

I still do not teach because I am a precarious teacher in Italy, but having to teach foreign languages, excellent resources are the computer and using video and music that can help to better memorize the words.

Of course it is very important the use of the tablet, music and video. Already our children are capable in using them and are very attracted to, in this way they would feel relaxed by the fear of the interrogation

2018-10-23 10:30:43 UTC

Stanley,Nigeria

2018-10-23 12:27:30 UTC

A mix of methods and materials are used for inclusion.Some include listening to taped passages,visuals,watching live events etc.Collaborative learning is encouraged because sometimes peers explain concepts better to their colleagues.

Jenny (Evgenia) Karoumpali, Greece.

2018-10-23 15:09:03 UTC

I use a lot of musical examples from popular songs which the pupils listen to or the pupils sing.

For example when I talk to the pupils about the interval of major seventh, I use a typical example such an interval which exists in the song “This one is for you” (David Guetta feat. Zara Larsson) and particularly in the parts “…hear your hearts beat together…We ‘re in this forever…”.

When I talk to the pupils about the interval of perfect fifth I use a typical example such an interval which exists in the song “Thunder” (Imagine dragons) and particularly in the parts “… in the foyer / take a number / I was lightning / before a thunder…”.

When I talk to the pupils about the 8/8 time signature (with the 3+3+2 inner structure) I use the song “Όνειρό μου” (Γιάννα Τερζή) which represented Greece in the Eurovision song contest 2018 (which is written under this time signature).

Neda, Croatia

neda_vlajcic — 2018-10-23 15:14:44 UTC

I use a lot of associative cards and memo cards

Simona, Italy

2018-10-23 15:15:34 UTC

I pay a lot of attention to fonts (Arial 12 or 14) and layouts since I very often prepare exercises and paper work that follow our learning experiences at school. Since a child can't read script I write only in block letters at the whiteboard (even if this makes it more difficult for others to learn how to use capital letters). I use many images on paper and real materials to play with and experience abstract concepts (straws in maths). I try to resume grammatical rules in lapbooks, one for each child and done by themselves and allow them to look at their lapbook while exercising.

HASAN TURGAY ÖZÇELİK-TURKEY

mavimavi2316 — 2018-10-23 15:39:22 UTC

Smart board...

Patrizia, Italy

2018-10-23 15:49:06 UTC

As a Music teacher, I'm very lucky.
During this morning, for example, my pupil started to talk for the first time, singing the notes of the song we were playing with the keyboard. She's 12 years old and She's just arrived in Italy.
Music is life!

Michela, Italy

2018-10-23 16:38:53 UTC

Technology can provide alternative to printed text, improving the inclusivity of my learning resources.
There are many free software applications giving access to standard learning materials. This is particularly useful in case of learners with vision or hearing problems.

Rosa Italy

catapano — 2018-10-23 16:49:52 UTC

At home I plan activities I will give to the students in class, so I find songs , videos according to the situation. Anyway techonology is a teaching support.

Tülin/Turkey

2018-10-23 16:53:50 UTC

classroom seating group. when my students with physical disabilities had difficulty in acting on the spot. I've translated the classroom seating set to cluster. In this way, there was a comfortable movement area

Tania, Italy

tania_vagnoli — 2018-10-23 17:27:53 UTC

José María, Spain

2018-10-23 17:42:45 UTC

As a professor of Computer Science, before I used to ask my students to look for images of computers belonging to different generations. Many times they were deceived by the information of the network. I chose to offer them a well-structured resource of their own that will serve as a reference for similar searches. Now they work with more confidence.

Monica, Italy

2018-10-23 17:51:23 UTC

When I start a new project with my students, I initially set up the activities to be presented via the IWB and the related insights. Punctually I realize that the concepts mediated in multisensory mode stimulate a more complete learning.

Sara, Mexico

2018-10-23 18:25:31 UTC

As an ELT I need to use different tools to teach my students, however, there are some topics like Grammar that is quite imposible to show it without rules, or practicing reading without "reading", I mean, in basic leves it is easier to mix or bring different material to the classroom, but in higher levels they should apply and adquire more diffult one.

Emin Turkey

2018-10-23 18:32:51 UTC

I plan activies at home then we use with my students in class

Inge, Belgium

ingedc — 2018-10-23 18:40:04 UTC

We use a lot of visualisations, step by step schemes, video. We adapt everything we have in our school for every student.

Gökhan Nayir/Türkiye

2018-10-23 18:43:02 UTC

My idea ; together with student must prepear materials. İt s will bemore valuable....

İSHAK KURT -TURKEY

kurtishak16 — 2018-10-23 19:08:57 UTC

Music, sports and dance activities help me a lot. Very effective to take care of at the beginning of the course. Web 2 tools and interactive board are great about it.

Sevda Basar, Turkey

2018-10-23 19:26:04 UTC

As an English teacher, during my classes, I use different materials depending on the students` ages. For instance, colorful cards, smart board, videos from internet and pictures. First, I teach the subject of the day. Meanwhile, I observe the students` interests to the subject. At that moment, generally their interests are satisfying. Then, I start using videos, pictures, etc. When I start using those materials their interests begin to raise.

Şule KURT

sule_ogrt — 2018-10-23 20:38:11 UTC

I don't have enough materials in my class for my autistic student

Ksenija, Croatia

Ksenija — 2018-10-23 20:46:38 UTC

I plan for the best achievers and then we drill through to the bottom. I try to make the contents more appealing using pictures in most of the cases.

EZEL TUNA-BURSA TURKEY

ezeltuna — 2018-10-23 23:04:36 UTC

Playing video and games with our activities, painting

ALEV KAPAN -TURKEY

2018-10-24 06:31:34 UTC

Using videos,short films or cartoons,songs,picture stories help a lot

Sam

2018-10-24 07:03:08 UTC

Working with 4-5 year olds with a wide ranging ability in language acquisition I use a lot of story / picture books to enhance learning. I have found that by bringing a book 'to life' the students become more engaged. For example - The Rainbow Fish is a beautiful story to read with children of this age. However, with the children who have limited use of English (EAL students), I have created the characters using felt and used a story board. The story board is interactive and the children have the opportunity to retell the story, naming the characters, identifying the colours, sharing the shiny scales, taking turns. Sometimes I use simple songs / tunes to get a story across to the children. By using familiar tunes and adapting the words to fit the story and adding actions - the children become more engaged and feel more confident when they retell the story to others - often when they go home to share the story with their families. It is all about having fun whilst learning and finding ways to engage the students.

Ozgu,Istanbul

ozguozturkk — 2018-10-24 07:22:22 UTC

As I dont have any sen students yet, I haven't prepare any resources.

Géraldine , France

mrsmazue — 2018-10-24 09:29:25 UTC

As an English teacher, I have to teach vocabulary and when I began my job I used to give lists of words (arghhh!) then I realized how boring it was and mostly some kids could not manage to recall the words. So I then used Flash cards which were a good way to learn but some kids needed to write to learn .Then I discovered the App Quizlet which proposes everything flash cards dictation, games. The kids really loves it! and they learn their vocabulary more easily on that app.

Renata. Lithuania

aiduke — 2018-10-24 11:38:39 UTC

As I work with the tools I made myself. Because the school does not receive enough money, I have tried to improve it so that I can use a new method to get the tools to work with children.

Dajana,Croatia

dajanajelavic — 2018-10-24 12:47:23 UTC

Digital tools have changed a lot situation comparing to that before,my resources are now accessible to most of my SEN students and they are pretty satisfied.

Maria Calà, Italy

2018-10-24 15:16:48 UTC

Technology is an excellent teaching aid, but when it is lacking, other equally functional paths must be found.

Darija,Croatia

2018-10-24 15:58:15 UTC

I teach math. When composing a new material at the end of the hour, I divide the teaching leaflet with the tasks that are settled in the lesson. I encourage SENto attend the lesson in solving the simpler tasks that they can understand.

Melek Göksu Turkey

2018-10-24 17:06:20 UTC

I've prepared great-point articles for my student who has a vision problem before.

Barış Ça

2018-10-24 17:14:10 UTC

All students can access the smart board .

Tania, Italy

tania_vagnoli — 2018-10-24 17:14:17 UTC

As an English teacher, the interactive whiteboard is a precious aid to teach my subject. Before of it I used pictures, images, CDs, radio, TV, etc, now I can find everything in it and in a short time. Lessons are more interesting and visualization through the interactive whiteboard helps very much, especially SEN students

Isabel, Portugal

2018-10-24 18:36:20 UTC

Com os meus alunos com dificuldades na motricidade fina (não tem velocidade de escrita) utilizo com algum sucesso o computador portátil que é um substituto do caderno diário.
Existem também no nosso centro de recursos os manuais em PDF e um programa para ouvir os manuais para os alunos que têm dificuldades de leitura.
Os alunos com dislexia e disortografia utilizam o computador com o corretor ortográfico.
Os professores disponibilizam os testes em suporte digital e os alunos realizam no computador e enviam para o professor da disciplina.
Utiliza-se também em sala de aula o programa da Escola Virtual que tem recursos (filmes, imagens, esquemas,....) para os professores e alunos.

Sara, Italy

saradiberardino_sdb — 2018-10-24 20:13:46 UTC

In my school all students have tablets and this device is very useful for sen students as they can search everything and can write and take notes in an easier way. Moreover there is a monitor connected to the net in every classroom, that’s why it is easier for the teacher to involve all students. Before the use of technology, everything was more difficult especially for sen students.

As far as I see, most of the children love drawing, painting, dancing and singing. They like having fun and being creative at the same time. I generally use videos, songs, pictures or drama. Mostly they prefer drawing and painting. When I explain the key points of a subject, I can see that some of them may have difficulties to understand or recall the things I tell or get bored. But when we start drawing or coloring some printed staff or when I let them visualize something about the context, they become interested in what we are doing. For example, last week I taught physical appearance and personality adjectives then they started drawing and coloring their own friends and family members. They added some imagination (they drew people with purple hair or orange eyes). At the end of the day, they remembered most of the vocabulary and also had fun.

2018-10-24 21:02:39 UTC

Isabel Nunes, Portugal

isanchesnunes — 2018-10-24 22:36:33 UTC

There are students who present many difficulties in reading and writing, which is a complex process and will mark success or failure in learning, conditioning their entire school career.

For prevention I think that it is essential to act at the first signs of difficulties. The teaching methodologies of reading and writing should be diversified to respond to the different needs of the students.

Activities and strategies that develop:

- identification and association of words with their graphic representation and image;

- visual perception (discrimination of position, quantity, size...);

- motor coordination and visuomotor perception;

- laterality (left / right);

- auditory perception (auditory memory, discrimination of sounds);

- visual memory and motor coordination.

To resort to diversified and digital resources for the development of oral and written language: visual, auditory, space vision, engines.

Clara Cristino, Portugal

clara_cristino — 2018-10-24 23:26:47 UTC

The need to produce accessible materials from root is something to which I have been aware for some time. I took some courses on digital accessibility and from then on my practice took some changes, for example:

I started to use the accessibility checker, which I didn't do before;
I used to format my word documents instead of using styles as I do now;
I started using word forms to help my students do their work digitaly;
I am also aware of the need to put Alternate Text on images and to put captions on videos.

Helena, Spain.

2018-10-25 05:41:27 UTC

Todday I am going to start using BALABOLKA which is an app for children with dyslexia. A mum from the school has offered it to me, becauase it cannot be downloaded in all computers. I am going to start using it right nowl so I will let you know.
Last year I attended a course on visual thinking which is very motimating for SEN students, this week we are working on the Present Simple in English and I think it is very attractive for them and they learn it without being conscious. Another think I like doing is changig, ng the class distribution, depending on the activity we do, I allow them to sit or lie down on the floor when we are readin, sitting down in groups of four or six, sometimes I decide the groups myself and other times I let them do it.
I have also discovered an app called Quizziz, I create some quizis there and it is very challenging for them, they are playing, they are learning and I can check what items do I need to explain again.
I have students who have TDHT

Raúl C, Spain

2018-10-25 07:35:57 UTC

I would like to have a resorces bank about this. I don know because my work is firsty practical and change the size of the ball, adapt the distance...

Petra, Croatia

2018-10-25 08:54:23 UTC

Free digital tools and applications designed for SEN students make my teaching more accessible. Before using those tools it was more complicated to motivate my students.

2018-10-25 10:44:03 UTC

Use of relaxing techniques (respiration, for ex.) increase students' concentration and efective learning.

Catherine Dourmousi

2018-10-25 11:19:38 UTC

Some of the vocabulary tests we did in a paper form quizzes, have been replaced with Kahoot quizzes . This has made the testing process more fun and accessible at the same time for all students.

Jessica, US

2018-10-25 12:13:47 UTC

I used Peardeck to scaffold exercises to practice vocabulary for my class. Lower level learners did matching, then there was close response and finally open response. It allowed all my students to be on the same technology without "looking different" during engagement.

Svetlana, Serbia

2018-10-25 13:09:34 UTC

I dont have the much experience with this topic, but I think that we can prepare a different level of tasks for different students. Before - one task for every students in class, after - 3 level of tasks for students.

Alessandra Amideo,

2018-10-25 13:25:34 UTC

ITALY

For our students we use many resources, both multimedia and strategies to simplify learning paths. We also build good educational relationships using the motivational interview.

Nertila, Albania

nertilamucka — 2018-10-25 13:26:18 UTC

To learn the alphabet (writing and distinction) to my student with special needs I'm using the source here attach. So far it is going very well.

Ola, Poland

2018-10-25 13:47:30 UTC

Being an English teacher makes it easier to work on more than one type of learner. Instead of just giving ready words on blackboard, I show or draw pictures, explain them speaking, as students to repeat, talk about them in groups if possible bring real objects to touch. It could be time consuming but works perfectly for everyone.

Marina, Lithuania

skobarkav — 2018-10-25 15:10:53 UTC

I use a lot of exercises like matching, colouring, playing computer games, free digital tools. My students like playing the app Kahoot and Quizziz, here I use group work. Next time we will try to create comicses.

George,Greece

2018-10-25 18:12:36 UTC

Digital tools, as animated maps, video, ppt presentations, specific educational sites have been very useful to motivate my students. In an ordinary classroom it is more difficult. But we cannot have access to a digital classroom environment, every time I want. So, in a classic classroom I use role playing situations, brainstorming ecc.

Doinita B., Romania

2018-10-25 19:13:30 UTC

Even though there are no SEN pupils in classes I teach this year, I'm concerned about improving learning materials using digital technology and on-line didactic software to solve work tasks. Thus, I manage to ensure the individual pace of each student and the training according to the characteristic learning style. Students work in groups, collaborate and interrelate, being valorised and motivated.

İsmail Erdoğan, Çanakkale, Turkey

aseka — 2018-10-25 19:23:04 UTC

Before: The SEN student hasnot any relation with technology due to her primary school teacher dont know to use. I have introduced her technological learning way.
After: The students could count from1 to 10; say some letters of the alphabet; say some colors.
I mean everyone can learn by the way.

Serenella Silenzi, Macerata, Italy

2018-10-25 19:54:39 UTC

All our classes have an interactive whiteboard thus they can watch and use shared resources (worked out by their teacher or themselves) from the school e.repository. An interactive whiteboard can be very useful to SEN pupils Then we all pay great attention to size, font, layout of resources and tests; if they need they can use special programs such as LeggiXme , Balabolka, PDF- X Change Viewer,etc. We also grant SEN pupils 30% of extra time during formal tests. In some special classes (classes 2.0) we have also adopted an e.learning platform (Edmodo) to study, exchange material and communicate.

The use of ICT is of paramount importance for SEN pupils, before their coming learning was much more difficult for them.

Mirjana, Croatia

2018-10-25 20:02:58 UTC

There are many free, valuable digital tools on the Internet. In my classes, I use many applications and the students love them. We worked on digital greeting card, posters, created a comic book and a crossword puzzle, served with an interactive map. The students enjoyed the most in the Kahoot application where they used smart phones or tablets. Working in new technologies works on the students very motivating.

A few years ago, we created a tactical picture book for children with disabilities. For illustrations we were sewing dolls. The text was written in capital letters.

sylvie

2018-10-25 20:49:01 UTC

whenever possible I use diversified resources, especially images, drawings and real experiences. Music also helps.
It is with practice and experimentation that I achieve better results. is the most commonly used strategy.
It is not always possible to use information and communication technologies because classrooms are not all equipped with computers.

Mirela R. E. Croatia

Miroza — 2018-10-25 21:17:07 UTC

I try to use digital tools as much as possible, also I use singing and dancing in my classes a lot.

Antonella P

avenusitita — 2018-10-25 21:44:22 UTC

I always use different digital tools to help my students and I often create appropriate interactive texts and maps for them. I work with all the classroom and digital tools are useful for everybody as they can involve all the different learning styles. I think that the document on the accessibility of information is very interesting and that it will be very useful to me in the future. I also like to make the students work in groups so they can collaborate and give their original contribution to the group.

Ana Filipe, Portugal

2018-10-25 23:19:54 UTC

-Location of the student in the classroom;
- Take extreme care in presenting new information, taking into account six factors
essential: structure, clarification, redundancy, enthusiasm, appropriate pace and involvement
maximum;
-Use multisensory experiences;
- Make adaptations in reading tasks;
-Program the class so that there are more breaks;
-Organizing tasks in a way that uses different teaching methods;
-Provide a greater number of explanations for students with SEN;
-Use supporting technologies.

Updated Resource

2018-10-26 06:51:22 UTC

I could not upload two documents. But the after is attached. Before had a smaller font and instructions were short. Now the font is bigger and I chose clear pictures to make it clearer.

Angelamaria Galderisi, Italy

2018-10-26 10:45:52 UTC

I usually share synthesis and homework with my students. I prefer sharing Word Doc files in Google Clasrooms. When I give them some webquest to do I recommend them to use official sites where materials are free and under no license.

Daniela, Italy Two years ago I took part to a course for improving the use of social networks in the classroom and after that together with a colleague created a virtual classroom on Edmodo where I invited all my students and colleagues. Students were really happy to participate but really few colleagues adhered to this initiative.I could communicate easily with students from home and share materials and videos approved also by the other colleagues and they could also share ideas in order to prepare specific homeworks. Unfortunately many colleagues were not available to use this tool as they had difficulties with technology so the project was stopped. Notwithstanding this, I believe that it's worth using this kind of tools to get students more involved and motivated and to facilitate learning

2018-10-26 10:53:23 UTC

Rajka, Croatia

2018-10-26 11:29:28 UTC

Like most of my colleagues I'm preparing my own materials.
Memo card, written instructions.
I use tools like Moovly, Kahoot,Piktochart for visual materials, Coggle for mental maps, etc.

Sanja, Croatia

2018-10-26 13:20:06 UTC

In my work I use cards with pictures/words to present new vocabulary, puppets, images, drawings, mind maps, real experience and media. Now that we have interactive whiteboards children are enjoying in different activities and games.

Sabrina, Austria

2018-10-26 13:51:13 UTC

In our school we have a monitor, a proyector, a whiteboard and intenet access. Visualizing different topics helps all students to remember them better and get an idea. What I do, when I'm asisting, is that I try to explain the topics again, slower, differently to those adolescents who need it. Also drawing, mime art or the involving of other languages helps me a lot in communicating and teaching. Moving also is something that helps sometimes.

Marianthi Arvanitidou-Greece

1canislupus22 — 2018-10-26 15:09:20 UTC

I use all the technology and traditional ways of teaching

Greta, Italy

2018-10-26 17:37:02 UTC

Resource: kids' book with normal pages to learn new words.
How I make it more accessible: I project the word on a white board and I add the pics, so all the kids, not only the one with difficulties, can understand better.

Elif,Turkey

izmireyy1100 — 2018-10-26 18:10:31 UTC

I have been using espeacially technologicaltools in my lessons in orderto getmy sen students involved. It depends on the content. Sometimes,we make a wordcloud, sometimes we make puzzles,we can even use virtual museums etc very different kind of web tools. I take my SEN students (especially this year I have got more) tomy etwinning projects to express themselves in a smooth way.

Snjezana, Croatia

snjezanahh — 2018-10-26 19:08:49 UTC

I use digital tools, memory cards, quizzes, crossword puzzles, different 3d models, singing, dancing and everything what I can think of to have my students engaged in learning. I noticed that my students learn better.

Ermita

efelgueiras1 — 2018-10-26 23:45:30 UTC

Just exhaust, with the studies I have done on the DUA and on the Decree-Law 54/2018, I begin to take ownership of this methodology. However, if I look at my experiences in teaching, I find that today is quite different from yesterday. At present, I try to meet the students, their tastes and preferences. and I will prepare classes in which I use a diversity of instruments, methodologies, and strategies, and support myself in what are the daily experiences of students. The students are all different, they learn different ways, so I can not prepare classes that are the same for everyone. I have to make a difference. The resources are always very diverse, always keeping in mind the everyday experiences of each student: from drawings; images; experiences of everyday life and the environment; videos; music, ICT .... And, in the end, I try to always balance with the students about how the activity went for each one.

tea sisko, croatia

tejasisko01 — 2018-10-27 07:06:17 UTC

I use quite a lot of teaching resources but for this purpose I will choose one of the tools I am happy with and this is edouzzle. It is an amazing tool to use with all students and meet their needs. Depending on the children need they get a specified video and the tasks are made to meet their level, interests and abilities. Children love digital tools and motivation is great. On the other hand this tool allows me to design the tasks specially for the student, other students do not see that student work and they all work on the same topic but on different activities. It provides a lot of feedback to me and the student alike.

Jana, Croatia

2018-10-27 08:36:46 UTC

I teach music and my first tool is playing instruments and singing. It is a great tool to engage all student because you can give every student a part that meets their needs. I also use all sorts of digital tools, depending on what is my goal. But I also make my own puzzles on paper, games and similar activities.

Tiziana (Italy)

2018-10-27 09:10:24 UTC

I am absolutely sure that technology improves the teaching strategies, not only for SEN students, but for all kinds of pupils, as our students are all digital natives and we address to them and communicate contents by using their favourite code. That is why I always plan my lessons with the support of technology, first of all by using a smart board in all my classes. I believe that the introduction of the smart board in the classroom has greatly improved the way of teaching. Thanks to it, I can use the digital book in class and access to internet, exploiting its virtually innumerable teaching resources: videos, activities, cartoons, games, applications, etc. I also allow students to bring their own tablet to school, so that they can use the digital book in class and digit or even record their notes or answers on it. But technology is not the unique way to have students learn efficiently and according to their needs. One of the strategies I constantly adopt is role-playing. I teach Spanish and I strongly believe that the most effective way of learning a language is by using it, since the very first steps. That is way I usually have my students role play a conversation, for different situations and contexts, so that they are put in action and feel more involved, motivated and amused. After that, many parents (or the students themselves) related that when they went abroad, they were able to speak and communicate with Spanish-speaker people, taking advantage of what they had learned in class.

Listening and reading along this course, I can say that I am on good way.

2018-10-27 11:01:19 UTC

Jelena, Croatia

jelena_erf — 2018-10-27 11:19:42 UTC

I use a lot of practical work, photography, concretes, films and songs, games, puzzles, acting and live visting to connect with the theme they heard about in a class. This pic is about solar system - each student made it his own s.s. and we are going to visit astronomic center.

Martina, Croatia

martina_trescec — 2018-10-27 11:23:54 UTC

I use a lot of drama games. Students love learning that way. Also, they are very motivated when we use digital tools.

Federica, Italy

2018-10-27 12:41:27 UTC

In my class there is an interactive whiteboard thus all students can watch and use shared resources worked out by me.Technology improves the teaching strategies, not only for SEN students, but for all kinds of pupils, as our students are all digital natives and so you need to use their favourite code. I always plan my lessons with the support of technology: interactive whiteboard, tablet, robotic.

Irena, Croatia

2018-10-27 13:24:19 UTC

http://www.ict-aac.hr/index.php/hr/ict-aac-razvijene-aplikacije/web-aplikacije

This is one of my tools I use in my special ED class. the children are learning computer skills, navigating internet, and then of course practice with a lot of interactive materials, colorful, with or without sound, upgrading their eye- hand coordination, learning letters, numbers and a lot of other useful things. They enjoy it, it makes them happy and engaged.

Francesca, Italy

francesca_borghi — 2018-10-27 13:36:16 UTC

I always try to make my lessons accessible to everyone. I use techonlogy and the whiteboard in order to reach all the learning stategies: pictures and video for visual learners, songs and dialogues for uditive learners, interactive games using the movement of the body for students who are more kinesthetic ..and so on.

Marco, Germany

2018-10-27 15:54:49 UTC

In my Shakespeare class, I ask the students to interpret a Shakespeare scene. Applying UDL I varied the What, How and Why of the task: They can choose whether they want to perform the scene with partner(s), or draw an instructive stage design or transform the drama scene into a (modernised) short story/poem. Furthermore, they can also share the work in the process of dealing with their scene.

Miriam, Italy

miriamscafatihpg23 — 2018-10-27 16:32:34 UTC

In my lesson I use technologies, a lot of drama game and much music to make my lesson accessible to everyone

Dijana, Croatia

2018-10-27 17:23:29 UTC

I try to make my teaching as accessible to every child so I use a lot of visual aids, music, physical activities, games. SEN students respond well while learning using the ICT- digital tools. Instead of using paper or cardboard memory, I use digital tools like Quizzlet to teach vocabulary. They like to play Kahoot and other interactive games which enable them to play as many time they need to to get a good result.

Vincenza Rinaldi - Salerno Italy

2018-10-27 18:38:36 UTC

I always try to make my lessons accessible: I use materials printed from the Internet (Flashcards, worksheets, ...) or created specifically by myself, I use word games or nursery rhymes and didactic games, I write mind maps on the blackboard, I use sites with interactive exercises , I repeat continuously what I say in different forms and with different words, I always try to find a way to reach everyone, even if I do not always succeed.

Eleni, Gree

2018-10-27 19:16:17 UTC

For history subject i use diagrams with important information with images that it's easier to understand the subject and remember it. Also, for a student with dyslexia, who liked computers, i let him read from it because he found it easier than the book.

Petra, Croatia

2018-10-27 20:07:00 UTC

I use a lot of visual aids, music, physical activities and games. SEN students especially like games, so I try to teach them through playing various games.

Cristina,Italy

2018-10-27 20:09:07 UTC

I use visual aids, often have the students help me prepare materials to use ...and I continuosly work with them asking questions/repeating with them

Ermita

efelgueiras1 — 2018-10-27 21:18:12 UTC

Katarina

megakaja — 2018-10-28 06:07:28 UTC

I'm teaching computer science so I use technology in my lesson, and different digital tools and platforms.

Marijana Toplak, Slatina, roatia

2018-10-28 06:11:40 UTC

I highly rely on the publisher of study books in digital form who is making accessible materials (accessible text with available audio format, possibility to make text larger, indexed text with possibility of hyperlinks, accessible information about image that is shown, quizes etc.). It is important to mention that all of our pupils have tablets (school is the owner) or laptops to make these digital study books available and that is something that keeps me calm for the start.
However I'm trying to make my own materials for recaping (assigments in wizer.me tool which has an option to record an audio of instruction for the assigment, I would use Edmodo groups for sharing materials with students and there they could find materials for their learning style...), but I'm just starting so I don't feel sure weather I'm (thus, the students) succesible. I try very hard, but sometimes I don't see the result wich should be measured in the terms of outcomes defined for my subject.

Vincenzo M. Italy

2018-10-28 07:51:52 UTC

Personally I use new technologies and new training methods.

Dilajla, Croatia

2018-10-28 08:07:16 UTC

I use new technologies, methods and visual aids. My pupils love digital tools. I have one SEN pupil. Music helps him to concentrate.

Senka, Croatia

2018-10-28 09:46:51 UTC

I'm trying to use more ICT tools...but I'm still learning...so, for an example of "pre and post" I've selected one of my earlier works....no "before" I'm afraid .... This was for revising jobs, and present simple for my SEN student..for Easter so I combined eggs and caterpillar

Andrijana, Croatia

2018-10-28 09:48:18 UTC

I use some digital tools, memory cards, digital memory cards, quizzes, dancing, singing, TPR... But there's not always time to do that. It takes a lot of time to make the materials....

Senka, Croatia

2018-10-28 10:11:56 UTC

Marta, Portugal

martaisabelconstantino — 2018-10-28 11:06:15 UTC

In order to help my students I have gradually tried to produce resources so that they demonstrate what they know to be solely through the paper form. I have used the educaplay platform. I leave two examples
https://www.educaplay.com/en/learningresources/4084494/html5/ossos_da_cabeca.htm
and 

https://www.educaplay.com/en/learningresources/3419691/o_senhor_do_seu_nariz.htm
I also try to promote the project work where in a group the students build the knowledge, later they share with the group and in a final phase I consolidate the contents.
It is not always possible but I will gradually try to improve my practices.

I'm still learning about ICT tools, but i'm trying to use more ICT tools in my work.

2018-10-28 11:47:54 UTC

Jasna, Croatia

vinkovicj — 2018-10-28 12:00:09 UTC

Since I can't have students using computers in school or home (not everyone has it), I try to use some ICT tools in my class. When I prepare some material, I am carefull of what font or color I am using, I try to help my SEN students by reading them the content, by asking questions that may help them and by grading their work according to abilities.

Dragica, Serbia

2018-10-28 12:30:42 UTC

Since we can not use computers at school, and many students do not even have it at home, I make teaching materials myself. Apart from the material, I bring all the technology that I can, like a tablet, speakers sometimes laptop and so on. Very helpful for my classes is the Goethe Institute's website. There I find patterns for work sheets or music and film for my classes.
Few years ago I would just give to all students the same assignment using the same educational materials. These days they choose how they will learn about certain topic. Some of them like to draw I make comics, the other have a preference for music, they express themselves and learn through music, and some students are more comfortable with word lists, mind maps etc. The most of my SEN students are genius with word lists. They can remember a lot of words and know them for years. They are really good in that. Most of them do not like to write, that is why I try to enable them to use my computer. And they all like to work in groups.

Adriana, Romania

alyna_aly62 — 2018-10-28 12:36:54 UTC

As we still don,t have access to a computer in classes so a teacher makes the papers at home, print them at home , pays the costs using personal money and brings the papers at school , this is the way we work. Still, we try to do our best and bring in the class suitable materials for our students. We try to create attractive worksheets using ICT tools, as much as possible, we mostly use office to create our papers.

alyna_aly62 — 2018-10-28 12:46:17 UTC

Adriana, Romania
It is quite difficult to use technology in schools where doesn't exist computers in the classes and you don't have the possibility to print a paper . You have to do this at home using your money. Still we try to do our best and we create attractive and suitable materials for our students. Mostly , we use office tools . They are so happy when they see something different from a curs book.

Martina, Croatia

2018-10-28 13:40:55 UTC

In school we don't have enough computers or tablets, we have in some classrooms computer for teacher so before I was writing on a blackboard and now I am doing presentations on PowerPoint, mental maps, different kinds of trivia, memory cards

Marija, Croatia

2018-10-28 13:49:46 UTC

I use some digital tools, didactic games, visual materials, quizzes, videos and motion. Challenge for meit time to prepare this material and I have to learn abou some new ICT tools but I'm open fot it because it's necessary to make a classroom more inclusive.

Marzena, Poland

marzenkamazurek — 2018-10-28 13:50:07 UTC

I use games, qiuzzes, video clip, audiobook, drama, puns, drawings, rebuses, crosswords, films, presentations in power points which my pupils prepared , making posters, mind maps, decizion tree, interactive exercises. We use IT technology.

Franca, Italy

2018-10-28 14:36:21 UTC

I teach pupils to learn reading: I have always thought I was using the phonetic approach which is said to be the easiest way to learn reading in italian. But I happend to read "Insegnare a leggere ai bambini" by Antonio Calvani and Luciana Ventriglia, and I understood that school books are full of mistakes because they mix phonetic with global method. Therefore this school year I am trying to simplify my teaching method by using only the phonetic approach: this has meant that I am creating suitable learning materials by myself. I hope it will work and help children to learn reading in a easy way. Which might leave time to other engaging activities.

romanaleskovic — 2018-10-28 15:57:54 UTC

Romana, Croatia

romanaleskovic — 2018-10-28 16:16:18 UTC

So far, I have used a variety of teaching leaflets in my work with SEN students. Teaching leaflets helped me to have each student master the material at its own pace and the degree it suits. During these school year I introduced digital math games and achieved incredible success in SEN students in the field of mutual communication and involvement of students in teaching.

Stavroula, Greece

2018-10-28 17:16:16 UTC

There are many types of material to use during teaching. For example, teachers can use the book, the written exercises, video games that are free to the internet or maybe thay can create their own, board games, cards with pictures and letters, 3-D material, videos and maybe films that are related to the school lessons and so many other things. The most important thing, in my opinion, is to use material from the students' daily life.

Marija, Croatia

2018-10-28 17:44:27 UTC

I use a lot of songs, TPR, drama, picture cards, games, etc.

Christos, Greece

christos_chachoudis — 2018-10-28 18:17:10 UTC

Teaching in SEN school I have to use different ways and methods to teach the same subject to my students, so I use cards, video, games, music, books, Braille sheets and many other materials in order to catch students' way of learning/understanding.

Renata, Croatia

2018-10-28 18:30:40 UTC

Most of the materials for students are made by myself. These are individualized worksheets, text and picture cards, concrete materials (straws, dice, balls), various exercises in Powerpoint, digital educational content. We have a computer classroom in the school we can use and we have a few tablets. For the teaching of nature, we spend a lot of time in activities outside the school.

Marina, Croatia

2018-10-28 18:48:42 UTC

Before, I've always offered only one way students can do something. For students with dissabilities I made special adjustments that were offered to them only. Through UDL, I realized that it is better to think immediately at the planning stage which obstacles students could face. In this way, I can remove the obstacles before the students come to them. Eg. before I just read the story to the students and offer them only one way to solve some task. Now I use the picture material (photos, pictures or ppt) when reading. When students need something to read on their own, I offer to them a recording they can listen to (students who read very good make the recordings). Students are offered to solve tasks in a number of ways: they can record short videos, work with some digital tools, draw a comic strip or mental maps, make a play, etc. Students can choose the way that best suits them.

Matea, Croatia

2018-10-28 18:53:15 UTC

This is example on how we make a grocery list. All possibile ingredients to make a dish are shown in pictures, and beside are written in words, wich pupils copy on a paper (later we take that list in a market)

Athina Paroussi / Greece

mara_lina23 — 2018-10-28 19:01:31 UTC

In my classroom I have 2 pupils from Albania , they hardly speak greek , so for the exercise in language , and for help them to feel more comfortable and , for make the exercise accesible for the I make this .

Arzu Taş, Turkey

2018-10-28 20:58:36 UTC

I have adapted this food groups worksheet for my SEN students. I have made the font bigger and added pictures

Silvia- Italy

silvia_coletto68 — 2018-10-28 21:01:53 UTC

I teach General English and ESP English, especially Culture and Literature and since a few years ago I’ve started asking my students to visualize what they’ve been taught in literary topics by drawing. I give instructions and then we comment their outcome together: I find their drawings are a very personal way to learn and remember and also enjoy themselves.

Kasia,

2018-10-28 21:11:01 UTC

I'm primary teacher at special school. May favoutite way is use lego bricks. My students love it, too.

Giusi,italy

g_ridulfo2 — 2018-10-28 21:17:31 UTC

I teach to 4 year old children and the strategies adopted for SEN children have been chosen and modified according to the needs of each of them. The game constitutes in this age a privileged resource of the teaching activity in the different fields of experience. the games used are suitable to teach the "mutual look" others the joint attention, others the shift exchange.Games with soap bubbles, balloons, games with voice, movement games, constructive games and nursery rhymes ect.

DERYA TURKEY

skynett98 — 2018-10-28 21:23:08 UTC

I use drama, games, worksheets, picture ,cards

Jelena Croatia

2018-10-28 21:25:01 UTC

I use quizzes, games, picture ad word cards cards.. My SEN students like using Picture dictionaries made by other students from their class.

Tamara, Croatia

2018-10-28 21:50:33 UTC

I use materials with lot of pictures, videos, audio stories, power point presentations, different digital materials - word cards, story cards, key words, math… I am involving students to do materials so they can know why they learn with it and what they are for. We talk a lot about way how to learn something (for examples: nouns, verbs) and how to use our senses. We try to connect with reality. Before I made materials myself and do it in simple way without using ICT and always draw pictures for students for easier understanding texts.

Miroslav, Croatia

2018-10-28 21:58:42 UTC

Before:
reading material, PP presentation, leaflets, posters, acomotated or adapted materials, Kahoot, ...
After:
videos, various apps, quizzes, ...

Drawing and painting

2018-10-28 22:13:24 UTC

I normally use worksheets I create and which I djust to their needs, level and interests. These are usually based on the course book we use, to make sure they follow the curriculum. I use the images or photos therein with associated vocabulary.
I am now planning to prepare the use of a tablet and resources that I will select from among free online resources.
Lastly, I will encourage them to create materials they think will help their peers to learn specific vocabular, based on their drawings and paintings, seeing that they are very fond of drawing and painting. THis way the tasks will become more meaningful and surely easier,
Graça

Barbara, Croatia

barbara_hanjilec — 2018-10-29 08:22:29 UTC

One of the things I have changed is the way my classes revise for the tests. Before they would do tasks in their workbooks or worksheets but now we either do an online quiz or a pub quiz.

Saša Špoljarić, Croatia

sasa1234_spoljaric — 2018-10-29 10:26:59 UTC

Before:
The repetition of the subjects was done by writing a list of letters and examining the pupils.

Later:
Now the rehearsal of the material is performed online with the help of quizzes, crossword puzzles and memory games.

Christine, Austria

2018-10-29 12:13:32 UTC

Mind map is a good method to work with Children in inclusive classrooms. It´s allowed to write, to draw - you have lot´s of possibilities. Pupils have a good overview About the Content and it´s possible to complete.

Zeynep Tas Yardimci, Turkey

zeyneptas0 — 2018-10-29 13:28:19 UTC

BEFORE:
I didn't use to include digital tools like Web 2.0 tools in my classes and my lessons would be mostly based on paper or worksheet.
AFTER:
I've been using Web 2.0 tools such as Storybird, Animaker in my lesson and my students have been taking so much pleasure in my classes as they can create their own works such as e-books or cartoons.

In my school tenere are a LIM in each classroom. It IS used every days together the traditional black board. This for promote the different cognitive style. All teacher use the LIM with different programs for example google drive for write text with everyone's contribution. This IS only one example of education supported BY tic. In my school the teacher dalled digital animatore performs training actions for his colleghe.

2018-10-29 13:50:55 UTC

Helen, Spain

helen119 — 2018-10-29 14:11:15 UTC

Before, I taught grammar the traditional - boring - way: chalkboard, chalk, and an explanation in front of everyone in class.

Now, I have begun to take advantage of the class website to share videos, materials, and exercises in the students' languages to try and make learning grammar more accessable to all. By moving towards a more "flipped classroom" approach, students have the material they need to study available any time, anywhere.

Annamaria

annam_ronchetti — 2018-10-29 14:33:12 UTC

I always try to make resources more accessible for every students. I use different media and I look for accessible books which have online resources.
This is an example: I semplyfied the exercise and didn't ask for the definitions.

lara italy

2018-10-29 14:50:25 UTC

I use different media to explain a new subject. first i choose web resourse because they are particularly easy then i try to use accessible bool which have resource online

Begoña, Spain

2018-10-29 15:17:28 UTC

I try to use an heterogeneous methodoly, mixing up visual thinking, learning by doing, Project based learning, ICTs, cooperative learning...but timetables here in Spain make it difficult to organize and adapt all your lessons to all your students. We overwork long hours and many schools lack the resources needed to develop your task properly.
I can't talk about before and after because I have always tried to make all my resources accesible (with more or less success), but I can talk about one tool that is currently helping me a lot, and it is Visual Thinking.
In my opinión, too many hours are spent among papers and filling forms and documents instead of being devoted to lesson development.

Carmen, Romania

2018-10-29 17:24:07 UTC

In a broad sense, AT is any device, software or equipment that helps people with disabilities work around challenges so they can learn, communicate and simply function better. For instance, software that reads aloud text from a computer is AT. So is a keyboard for a child with handwriting issues.

AT tools can help kids work around their weaknesses, while also playing to their strengths. This is especially important for kids who struggle with reading, writing, math and other issues. AT can help these kids become more successful, productive students. And that can help grow their confidence and independence.

Unfortunately, there are many myths about AT. These myths are often connected to the stigma of learning and attention issues.

For example, some wrongly believe that using AT is “cheating.” And some parents worry that kids may become too reliant on AT.

Petra Kokeza, Croatia

2018-10-29 17:54:23 UTC

Before: pp presentations, posters, reading materials, worksheets
After: videos, Kahoot, memory games, pictures

Barbara Trivelli

dotriv — 2018-10-29 19:14:26 UTC

As a kindergarten teacher I use different methodology and media: circle time, cooperative and collaborative learning, project based learning, etc. Sometimes I use technology: tablet, videos, Robot Doc.

Dubravka

dubravka_s — 2018-10-29 19:37:43 UTC

I am an English teacher. I used to use writing and translating vocabulary before (amongst other things). Now to solidify the vocabulary I use TPR activities, memory games, spelling games, quizes, peer dictation etc.

Željka, Croatia

2018-10-29 19:46:27 UTC

Before: pp presentations or prezi, quizzes, reading and research materials,
after: kahoot, crosswords, quizzes, games, tedx videos, etc.

Maria, Greece

110961mp — 2018-10-29 20:39:25 UTC

Before: worksheets, pictures, books, posters.
After: Google maps, Google Earth, Youtube, Slideshare, Storyjumper...

Anna Chira, Italy

2018-10-29 21:01:42 UTC

I am an English teacher in a secondary school and I have always used books or photocopies if I don't like how the topic is dealt in their book. Now I tried to encourage them to transform the papersheets in PPT presentations where they can summarize texts adding photos, videos or their own drawings.

Dina, Verona, Italy

2018-10-30 10:02:37 UTC

My resources to give content in mathematics.
FIRST: frontal lesson on the blackboard (unilateral hearing channel), students listen and copy in the notebook (unilateral visual channel), extrinsic motivation,
AFTER: practical activities of simulation of daily activities (motor channel, expressive), resolution of daily problems in group, construction of material for mathematics exercises work in small group, use of multiple materials, sharing by voice (bilateral hearing channel) on LIM from the students (bilateral visual channel), online games, intrinsic motivation.

Angelica P.

angy_prof2012 — 2018-10-30 15:15:51 UTC

I am an Literature teacher in a secondary school and I always try to make resources more accessible for every students and I have used different kinds of materials.in order to make more accessible the topics. So in my carrier I changed my teaching resources: for example I used frontal lesson , books and photocopies, but now I suggest practical activities , works in small groups, cooperative learning, flipped-classroom and I use different digital materials, videos, maps, quizzes.

Ioanna greece

2018-10-30 15:57:30 UTC

Ioanna greece

2018-10-30 15:58:12 UTC

Let’s try teaching money! BEFORE I would have presented fake money and make all the activities in math book. AFTER I would have presented real money and take my students to grocery shop in order to buy something we have previously agreed on!

Natalia , Italy

2018-10-30 16:58:20 UTC

the main resource is to make them dialogue even in a simple way with space and time activities in structured cultural and real contexts

Francesca N. Italy

2018-10-30 16:58:31 UTC

I choose a poetry to read and learn together from the reading book.

'Before' layout
Una scuola grande come il mondo

Ci insegnano lezioni facili

e lezioni difficili,

brutte, belle e così così.

Rodari G.

- Implementing UDL principles

We choose together the poetry from the reading book or from other available resources.
'After' layout

UNA SCUOLA GRANDE COME IL MONDO
CI INSEGNANO LEZIONI FACILI E DIFFICILI
BRUTTE, BELLE E COSì COSì

We read the poetry using the IWB and computers.
All children are
provided with a PDF file with the poetry so can be listened at any time by SEN children .
Children can express themeselves. They can choose not to read or play the poetry they can draw or mime it,add music or dancing.

Zeynep Konya Turkey

abdullahozturk42 — 2018-10-30 18:12:40 UTC

or SEN students, I am doing teaching activities with picture card applications, mobile phone applications, wooden material studies. These activities provide better learning for students.

Maps,picture cards,wooden materials

2018-10-30 19:50:59 UTC

Lorenza, Italy

2018-10-30 19:59:46 UTC

Divisions (maths) made with concrete things. Before, they were just an abstract sign of the paper sheet, after, mhy student could operate with numbers.

Claudya, Romania

claudia_neacsa — 2018-10-30 21:42:41 UTC

Technology is present in our classes

Gordana Palada, Croatia

2018-10-30 21:44:29 UTC

I teach English as a foreign language and basically I use a lot of pictures, we mime a lot (TPR) and sometimes I introduce some gestures from sign language, especially when we learn the alphabet. I use ICT a lot, for prepating printables and online materials. I have virtual classrooms in Moodle. I also use our school web site to offer different materials to my students. Sometimes I have online lessons with students who are not able to attent school for different reasons (mostly illness). I use Moodle (Big Blue Button -conference tool) and skype.

Bianca, Romania

bianca_igf — 2018-10-30 23:17:56 UTC

Teaching shapes, and location, body parts, the five senses. Before, I would use a textbook and a video presentation or a ppt, after, I would bring in toys of different sizes and place them up or under a desk etc. I would bring sugar, salt, rough, soft material for the five senses so that the children can learn empirically.

Snjezana Kovacevic, Croatia

knjiznica_zlata — 2018-10-31 09:43:43 UTC

Visiting public library
Before: navigate trough library's website, read about it, use online resources, watch a video about it, make some notes...
After: make posters, quizzes, mind maps, reports, etc

Jayne, Turkey

2018-10-31 11:56:16 UTC

Every week my students have a spelling check. In order to make it more accessible to all students of all levels I differentiate the activity. For stronger students I read five sentences and they write them. For other students I type out the sentences and they have to fill in the blanks. For my SEN students I either do it one on one whereby they write the word, or point to the word or picture or I write and they copy. Sometimes I point and they say the word. I feel like these are small steps but in the right direction.

Konstantina, Greece

konstantinakokmotou — 2018-10-31 15:29:13 UTC

BEFORE: a text from a book

AFTER: a recorded text- digital narration by the teacher or students

Angelica, Pordenone, Italy

2018-10-31 16:43:14 UTC

I try to mix different kind of learning methods in one didactic project. For example I plan one activity with images, one where children have to use their bodies and space, and so on ...For SEN students it depends on the need of the student. I can create podcast of the lessons if the student can't read because of dyslexia in order to help him/her to study and repeat. I can teach him/her to write study-maps with images or simbols linked to the topic. The final test should be an oral test for this kid.

Jeane de Fatima, Rio de Janeiro - Brazil

2018-10-31 18:49:06 UTC

Very interesting this

https://youtu.be/93UgG72os8M

Athina, Greece

aginoudi — 2018-10-31 21:28:55 UTC

Using images for all the instructions, organizing the lesson using working sheets and multimedia material.

Leonor, Portugal

2018-11-01 00:39:29 UTC

Information and communication technology is always present, peer work, more practical learning, and concrete learning experiences.

image-based information

2018-11-01 11:52:04 UTC

I need to give my images alternative text – a description that shares the same
message as the visual image. When it is possible to use caption in the video.

I use a lot of pictures and videos.

2018-11-01 12:16:09 UTC

Adélio, Portugal

2018-11-01 13:42:39 UTC

In order to have students learning diferent subjects i always try to show them some examples. I usually show them some pictures of some examples and explain how they work.
http://www.sobrefavoritos.com.br/wp-content/uploads/2016/09/Conhecendo-seu-computador-Parte-2-Perif%C3%A9ricos-Blog-Favoritos-2.jpg
I think that a good way for them to learn and memorize their names and looks I could use some gamification tool like this one
https://www.educaplay.com/en/learningresources/4101973/tetete.htm
For example this year i have a student that is daltonic and had to change all the red remarks that I did on my presentations, for a light blue because he can't see red color.

Cristina, Portugal

Chrys_13 — 2018-11-01 13:50:06 UTC

Students had difficulty understanding what they wanted in each exercise presented, namely mathematics. To mitigate difficulties and strengthen self-esteem, all exercises are presented with an example and with the formulas needed to perform the calculations. Gradually, and naturally, students memorize / internalize the formulas, when they present a good visual memory. From the pedagogical difference and the curricular accommodations, the students are MOTIVATED, PROCESS THE INFORMATION and are able to express their ideas and their reasoning, when the appropriate tools are provided for the learning. We will not ask a fish to climb a tree, but we can teach you that you can reach the top in a bucket, in an environment suited to your needs.

Cristina, Portugal

Chrys_13 — 2018-11-01 13:52:18 UTC

How can a child learn when, at the same time, he feels a certain oppression in remaining seated and his "I" asks him to run?
How can a child learn if he focuses all his attention and his energies to remain seated?
Look at the organization of the classroom……….
Such a model of chain production, where the rationalization of work is advocated, children are deprived of movement that is very reminiscent of the classic teaching model.With the project "Hiper@ction to change", the students, in a reflected way, have the freedom to move and work standing up, if they wish, with the Nomad Desk, respecting the way of being of each one.
This practice not only helps regulate behavior, increase attention, and alleviate physical inactivity, which has worried many professionals in the areas of health, sport and education.
# Hiper@ction to change #

Annabella Tamburrini Trieste

decanushc — 2018-11-01 14:11:56 UTC

I‘m getting used to mix different types of methods in the same project: in this way I give to the pupils different activities for their different levels. I usually combine images to a text, written with special font ( font highly legible), in a clean graphic presentation, where the first is the description of the second. If there’s a DSA student I can also add a recording of the text ( with a podcast). In a second step, we can write together a concept map about the contents of the text and I give them the key words of the topic: so the students can study alone for their homework

Linda Barbiero, Milan, Italy

2018-11-01 17:59:59 UTC

ABOUT MEMORIZE WORDS (LATIN, ENGLISH)
before: I use to create lists of vocabulary on paper
after: i use www.quizlet.com I suggest it to you!!! In a quick way each student can create his own list of words, add immages, and have on line games to memorize them. Much more fanny!

Diana, Romania

steindiana — 2018-11-01 18:11:49 UTC

Before: at preschool - I explained verbally, just based on an image, the formation of secondary colors.

After: I combined the two colors and finally I mixed all the colors obtained to prove why some paintings are ugly (as children call them).

Belgium,

2018-11-01 18:59:06 UTC

I've a student who struggles to read texts.
FirstI tried to read the text out loud. But he really doesn't love that because it's to difficult for him.

Later I used programme for children who have reading disabilities. You can scan the text, and the computer reads it for them. I also added a few images to make it more clear.

My student was very motivated to read, so my goal was achieved.

Maria Rosa (Sicily)

maryroseprof — 2018-11-01 19:25:40 UTC

In my classroom I have the possibility to use different digital tools during my lessons. I use LIM ( Interactive whiteboard), PC and students are allowed to use their smartphones for specific apps very useful in teaching Maths (for example Geogebra is a program to solve geometric problems ect..) These tools are used by every students, so learners with some difficulty can work in the same way of the others.

Gülcan,Turkey

gulcanayazfidan — 2018-11-01 20:38:54 UTC

Before: I used smart board and worksheets for the whole class
After: I've used the smart board again, but this time I've prepared a game for SEN student with autism, he studied on my computer

Marijana, Croatia

2018-11-01 21:06:07 UTC

Before - I used just one learning strategy for whole clasroom in activity. After - I preprare different things and work in smaller gropup of children, try to think what is the best way to present activitiy for SEN children and what material to offer them.

Sandra, Croatia

2018-11-02 11:43:46 UTC

Before:
- traditional way of working with the whole group of students through frontal work
After:
- the division of students into smaller groups and the content and method of work of pupils in the group

Ivana B, Croatia

2018-11-02 14:22:19 UTC

When teaching I always ask my students what they like and involve them in motivating example for the new lesson. They like that very much because we try to use something what is familiar to them and they are more engaged after it to learn more about it.

Bernarda, Slovenia

bernarda_boznar — 2018-11-02 16:03:19 UTC

Activity before the test.
Before: A paper wit h20 questions for each student the same.
After: Kahhot quiz, Student prepare questions and deliver to other student.
Now students have an acces t oall my ppt in e-classroom.

Giuseppe, Italy

profgiuseppevullo — 2018-11-02 17:20:00 UTC

I think that, actually, many hours are lost among filling forms and papers, losing sight of the issue, instead of being dedicated to develop real lessons quality with heterogeneous methodologies.
I try to use many methodologies , mixing up problem solving, learning by doing, Project based learning, ICTs, cooperative learning. I can't talk about before and after because I have always tried to make all my activities accesible.

Olga M. Italy

olga_mosca — 2018-11-02 18:40:11 UTC

Before
Front lesson, textbook, images, group work

After
Multimedia support, text adaption, mind maps, schemes , audio-video resources, tactile ( sensory ), direct experiences.

Željka,Croatia

zeljka_v — 2018-11-03 10:53:22 UTC

Before: textbook
After: smart board
Before: Paper test with questions.
After: Questions and quizzes on smart
board.

Sema, Çanakkale

2018-11-03 11:40:33 UTC

Before: textbook
After: Smartboard, tablet (quizzes and activities)

As I special needs teacher and help my colleagues to adapt resources making them more accessible. Last week one activity was related to the film "God must be crazy", students were supposed to write about the events. My proposal focused on building a puzzle with pictures on the events of the film. The activity integrated oral support.

2018-11-03 12:42:12 UTC

Thanks Adelio for your suggestion on educaplay. I'm exploring it to work with my students next week!

Jasenka, Croatia

2018-11-03 14:34:36 UTC

Before: worksheet
After: mobile phone, tablet or smartboard (quiz, games, videos...)

Paola T.

torniai_paola — 2018-11-03 16:00:46 UTC

Before: tablet, tools boxes,gd After:Kahoot and sharing on line digital Learning objects

M.

2018-11-03 18:41:33 UTC

Before: front lesson
Now: group work
before: Paper aplications, worksheets
Now: smartboard, Learninapps, quizes

Dilek,Turkey

2018-11-03 20:04:22 UTC

Before: grammar activities
After:More interactive topics with web 2.0 tools

Gönül,Turkey

eksigonul — 2018-11-03 21:14:03 UTC

Before:front lesson
After:audio-video resources,direct experiences

Kristina, Croatia

2018-11-04 06:36:59 UTC

Before: textbook
After: apps on mobile phone, tablet ..

Brigitta, Romania

2018-11-04 12:49:08 UTC

Before: individual reading of a play and class discussions
After: group work for modern version of script writing for the same play, design setting annd costumes and staging the play.
Result: enthusiasm, engaged students, delighted parents and absolutely effective learning.

manuela, Italy

manuelabasu — 2018-11-04 13:07:14 UTC

Before: no use of digital ressouces
After: use of apps and digital supports

Josipa, Croatia

joboskovic — 2018-11-04 15:17:24 UTC

before: recognizing, naming and writing letters through worksheets
after: Identifying, naming and writing letters through game and tablet use

Hakan D./ Turkey

hakandemir — 2018-11-04 15:28:57 UTC

Before: To learn the numbers first work on the worksheets and verbal repeats.

After: Play with the applications that are suitable for the content. to do so both activity and repeat learning.

result: effective and fast learning, happy student-happy teacher-happy parent

Zahide/Turkey

sochinza0 — 2018-11-04 17:11:27 UTC

I have a ball pool.

Before:Students just wanted to lie down to sleep.
After:To Wall; colored circles, numbers with signage,basketball hoop placed.
Now:Students; The main colors, numbers know.Developed hand- eye coordination.They learned by playing games.

emel, Turkey

e_calkam — 2018-11-04 17:33:47 UTC

I try to use digital ways of teaching such as powerpoint, animations, videos , pictures, games and let them use the langauge and prsent it in the class.

Frățilă Alina, România

2018-11-04 18:45:45 UTC

Befor:Use simple, unadapted workbooks
After: adapting work charts, integrating visual images so learning is easier.

Funda, Turkey

2018-11-04 20:07:15 UTC

Students were supposed to use the information in the Fact File and write an essay about a leader. I adopted the original worksheet and created a new one for SEN students. I changed the font, shortened the task and photocopied the worksheet on A3 paper which worked very well.

Catarina R., Portugal

canrodrigues — 2018-11-04 20:20:55 UTC

In my class, last year, I began to use Kahoot to consolidate what children have learned.

Mónica Vieira, Portugal

2018-11-05 14:53:06 UTC

To make my resources more accessible, I would make some adjustments: change size and font of texts; add short summaries of content or chapter where possible and review the use of colour. Also, I will include more technology and beware of visual impairments!

Melike -Turkey

2018-11-05 15:45:18 UTC

I have up level loss of sight student. In the beginning he didn't do any worksheets, any reading activities. But than i learned what his illness is, i began to search. I found out i could solve the problem with electronic reading pad or tablet. Than i bought it to him. It was most useful tablet for his illness. He can download or upload any study what he needs. He can take a photo during in lesson and can zoom in and see clearly. His study is improving day by day.

Camelia

kadoti75 — 2018-11-05 17:01:13 UTC

Your richest resource is your soul opened to these special kids.

Clara Vitorino

clara_vitorino — 2018-11-05 19:23:11 UTC

Clara Vitorino, Portugal

clara_vitorino — 2018-11-05 19:23:11 UTC

In my opinion, if we give students control of their learning process we can achieve very good results. My main technique is making students work in groups and construct information/contents. They have to present what they learned in the format they choose: video, ppt, app (beekast, mentimeter...) even drawings. Each student can show his/her best ability: writing, speaking... but it's a collaborative work everyone must be involved in each and every task. Everyone is responsable.
They teach each other and by doing so they learn.

Dorota, Poland

2018-11-05 19:41:06 UTC

before: I only sometimes use ICtools, presentation, multiactive board
after: I use it very often. My SN students can learn together with other students in the same way.

Paola Italy

2018-11-05 19:52:18 UTC

In my class I was using only sometimes computers with movies and educative videogames but now I can use computer and wifi connection so I can access to thousand of application for SEN students i.e
presentation, multiactive board. My SN students today can learn together with other students in the same way

Raffaella from Genova, Italy

raffaturbi1 — 2018-11-06 12:28:08 UTC

Before: Teaching history and literature to adult students, I couldn’t use the same heavy books as young students who attend school in the morning. But there weren’t books at all! That was difficult for students who couldn’t attend every lessons, so I put some materials on a website. So even SEN students could download pdf files and use a text to speech tool to read them.

But it wasn’t very accessible for all the students because there were too many files and they were disoriented. (https://sites.google.com/site/tritastor/classe-iii-serale)

After: so I made a single book with all the content and send it to the students via email or google drive. Many of them printed it, so they can write on it when studying, others use it by ebook or tablet and have it easily everywhere and everytime. I also used a more accessible font for the texts.

Isabel Quirino

2018-11-06 14:04:40 UTC

I think I need to adpt the kind of vocabulary and resourses I usualy use

CEYDA DEMİR TURKEY

2018-11-06 19:59:37 UTC

Oyun etkinliğilerinde tekerlekli sandalyeli öğrenimi hiçbir zaman oyunun dışında bırakmadım. Mesela sandayle kapmaca oyarken müzik açıp kapatma görevini ona verdim. El ele tutuşup daire olmamız gereken oyunlarda onu daireye dahil ettim. El kasları daha zayıf olduğu için ona daha az detayı olan çalışmalar verdim. Sınıf toplamayabiliyorsunuz. Bedensel engelli olduğu için büyüktür bu ipucu etkinliklerde gruba dahil olur. Ona hiç ayrım yapmadan basit uyaarlamalarla geniş gruba dahil ettik.

irem aksu, Turkey

Merimm — 2018-11-07 09:23:57 UTC

Before: Functions were too many to learn for SEN students.
After: Now I have the simplified and easier to get. So they can learn more easily

Erkan .İSTANBUL

2018-11-07 13:49:04 UTC

Before creating map for easy accessibility for all students ...
After practicing what we have ,then make the map clear by using some questions

I often use materials and games, which we can touch, pictures, songs, rhymes, ...

2018-11-07 15:04:25 UTC

Ivana, Croatia

2018-11-07 18:10:03 UTC

Before: frontal teaching.
After: introduction of ICT in teaching (Kahoot, quilzlet, videos, pHet simulation). I try to modifay content for SEN studennts.

MELEKTURKEY

2018-11-07 18:20:50 UTC

Before .for interactive joining, we must use visual effects. After.providing them joining, we have to do face-to-face contact. Result. Effective and happy lesson.

laura brazzabeni

laura_brazzabeni1 — 2018-11-08 09:08:49 UTC

before: more central teaching. after: more use of technology and more personalization. more involvement of students and more stict collaboration with the special need teacher.

Amber, Turkey

2018-11-08 17:00:15 UTC

Before I wrote on the white board during the lesson and made them copy it into their notebooks. Now I am using PPT and giving the students more pre-made note
templates. I also began using a presenter remote so I can always be around the classroom and helping more than if I have to be using the keyboard to help. It doesn't sound like much but in my class it has made a huge difference in their attention spans.

Anamaria, Romania

2018-11-08 19:28:56 UTC

Before start the lesson I must to have materials for all.
After the lesson I must to analyse the results.

Milijana, Serbia

2018-11-08 20:27:44 UTC

In my SEN class, students can learn with other students. Since teaching groups are present, there are always students who want to help others.

Ester G. - Italy

estergas89 — 2018-11-08 20:54:06 UTC

Material and resources can be made accessible in many different ways, using for example digital resources. However, sometimes it is also possible to do that without complex procedures.

Andrea Mangiagalli, Italy

mangiagalli — 2018-11-08 22:09:43 UTC

In all likelihood the corretc way to approach an heterogeneous group of student, due to both the peculiaty of each one and the rapidity in growth and changes in such an age as adolescence, is not a single method by is a dynamic and complex mix of methods. In this way all pupils may find their own one, they can try different ones, choose what is more suitable for them and reject what is far from their skills and proficiencies

Tessa, Belgium

dejanstessa — 2018-11-09 10:13:28 UTC

Since this year I have started coteaching for match. I makes me think more about what I do, why I do it and how I do it. Thinking about the how means among other things that we make sure that very type of learner finds connection with the may we work in the classroom.

BİRGÜL TÜRKİYE

2018-11-09 12:48:33 UTC

"Tombik" game, a traditional Turkish game playing with flat stones
9 flat-surfaced stones are lord one after the ather. SEN students are seperated into two teams. Firar team tries to hit the stones by rolling a volleyball. After the stones being shot, if the team which hits the stones are able to lay the stones one after the ather success fully before being shot by the ather team, they win the set. But if all the team members of the first team are being shot before loying the stones in time, they lose.
BEFORE SEN students targeted the ball to other places rather than the stones. When the stones are being shot, they didn't lay them properly. İn time.
AFTER I showed all the steps one by one as a role model. Now they are playing the game in canformity with the rules. Their distractibility gets beter. They are playing the game in harmony

Nelly, France

neline — 2018-11-09 14:19:38 UTC

our school now has a special website where we can create communities with our classes and communicate with the parents and children. It is very convenient. I now post the lessons and the children's productions so that even if they don't have time to finish their work, or, for SEN pupils, if they forgot something, they can download the lessons and / or contact me for help.

Müşerref- Turkey

2018-11-10 07:07:54 UTC

Portable projection, videos, worksheets...

Alessandra, Italy

2018-11-10 10:55:14 UTC

I usually give students a copy of tests in A3, Arial 14 and 1,5 line spacing, because I think that this is useful for all DSA. So there is no difference in the type of paper that they receive.

Kairoscale — 2018-11-10 11:15:38 UTC

Before: teaching eg

Silva, Croatia

Kairoscale — 2018-11-10 11:24:33 UTC

Before: teaching eg. various grammar structures using the board, textbooks and doing workbook exercises.
After: Presenting material online, creating virtual classrooms via different digital tools (Edmodo, Moodle), including video clips with explanations, subtitles, sign language...

Dubravka, Croatia

2018-11-10 12:24:06 UTC

Before: a History textbook with passages and questions below.
After: Kahoot digital tool, an online quiz I often use in preparing for a bigger test, and students enroll with their smartphones

Maria Pinho

2018-11-10 13:01:18 UTC

Before I didn´t have a special needs course and I wasn´t awake for the pedagogical differentiation. Now I ´m more preparated to work with an inclusive classroom

viki dogani

2018-11-10 13:26:37 UTC

before I did not know to be so patience, after I learned to respect every child

Susana Casanova

susanacasanovapin — 2018-11-10 15:08:47 UTC

Spain
It is vital to prepare special hand-outs, worksheets, videos, presentations, audios that help students with different learning models to understand the contents we are developing in class. Every child is different, every child learns differently.

Before: worksheetAfter: devices

2018-11-10 16:45:27 UTC

Milka, Coratia

2018-11-10 19:33:53 UTC

Before: Revision in written form.
Now: Revision through Microsoft Forms

Yuksel-TURKEY before I did not know to be so patiance ,after devices

suheylayuksel15 — 2018-11-10 21:29:21 UTC

Liana Russo - ITALY

2018-11-11 12:34:40 UTC

My own resource: schoolbook.
Before: ordinary page.
After: - simpler language;
- summary of content and chapter;
- keywords.

yalçın turkey

2018-11-11 13:34:11 UTC

material bag
before:

the bag contains materials that support the objectives for the student
after: change of materials according to the student's progress, and materials serve more than one purpose

Annika, Estonia

2018-11-11 15:55:32 UTC

Before: I talked a lot, students listened, then we discussed the subject.

Now: I use a lot of group work, technical gadgets (education robots, Lego, computers, iPad, etc.). In addition, outdoors and project studies...

Amelia De Chiara, Italy

amelia_dechiara — 2018-11-11 17:16:12 UTC

Before: use the text as main tool for teaching.
After: use the smartboard and multimedia contents in the daily practice.

Giorgia, Romania

giorgiagroza — 2018-11-11 17:34:04 UTC

Before: use the material that I preparred: printed sheets, school books.
After: change the material according with students knowledges and skills and interest

Demet Gür-Mersin/Türkiye

dmtgr5257 — 2018-11-11 17:35:27 UTC

This year I'm a freshman in elementary school.
Before
I've got different intelligence votes for my class.
'' Katomath '', '' Chess '', '' Reversi '', '' Lego Blocks '', '' Intelligence Cubes '' etc
I give them to my students.
After
Generally, I give as a group of cooperation, communication is increasing.
SEN participates in group work and is happy.

Ozrenka, Croatia

2018-11-11 21:36:03 UTC

Before: I used text or pictures in one slide mostly not explaining the same thing. And in the end of the class I would ask is it ok, did they understand?
Now: I use text, pictures and videos to explaine the same thing. After that, I give them a couple of claims, and students determine whether they are true or not (based on the learned). If all claims are not accuratelly classified, I will add some more clarifications.

Before:

2018-11-12 07:52:39 UTC

Assignments for review on paper for every student (adjusted assignments for SEN students).
After:
Quizes for review in which particitape all students (including SEN) with various assignments

Mert, TURKEY

2018-11-12 07:57:21 UTC

first of all, I give them reading activitiy, flashcards about my subject. After that, all of us try to speak about that and make group working, games, chess, legos

Özge, TURKEY

2018-11-12 12:55:04 UTC

Before: I use flashcards, mind maps, ppts, brainstorming...
after: I use worksheet, quizes, crossword puzzles...

Anamarija, Croatia

2018-11-12 17:15:52 UTC

Here is a worksheet for my blind student when she was 1st grade. She has to read the number and stick that many circles.

Jelica

2018-11-12 18:41:50 UTC

Before:
I used materials from workbooks, did a lot of frontal work
After:
I use Ict tools, flashcards, my own materals....

Lucica, Romania

birlea_lucia — 2018-11-12 19:02:00 UTC

I used workbooks , flashcards , brainmstorming, puzzels

Monika, Croatia

mhorkipavrlisek — 2018-11-12 19:42:45 UTC

Little Red Riding Hood - a comic in our course book was too difficult for some of my SEN students, so I adapted it, simplified it and shortened it. They had to listen and first put the right picture and later they replaced the pictures with words.

Tamara, Croatia

2018-11-12 20:55:00 UTC

Before: frontal work
After: modifay content for SEN students.

Atanasija Bilic, Croatia

2018-11-12 22:19:14 UTC

Before: I would give my students printed but modified work tasks.
After: I would use more interactive, easy to use ICT apps

Nimet Figen Türker TÜRKİYE

2018-11-13 06:39:24 UTC

I'm an administrator at primary school
We made it easier for the students to use the school staircase for the disabled students.

Murat BALCI, TURKEY

2018-11-13 07:34:58 UTC

When I working with SEN students, I used different methods that are known to all teachers. I tried to prevent children from feeling forgotten and unnecessary. I want to enrich my experience.

Tina, Croatia

2018-11-13 08:07:41 UTC

Before: Like "after" but much less
After: Lot of ICT apps, games, own materials, collaboration with parents and other teacher

Latife Çeri,Turkey

2018-11-13 12:52:59 UTC

Every child is different,a nd we have to think differences and prepare resources according to the childeren needs.

Nicoleta Romania

nicoletamilitar — 2018-11-13 17:24:44 UTC

Before: I was mainly concentrated on the topics I had to deliver and less on the how much my students would understand.
After: I took the topics they were interested in and started working on debates and group projects that would help them benefit the most.

Josip, Croatia

2018-11-13 18:27:08 UTC

Before
Front lesson and text from textbooks

After
ICT resources and multimedia, mind maps and schemes

Before: handwriting

2018-11-13 18:33:27 UTC

After: typing, recording voice

Faniat Milišić, Hrvatska

2018-11-13 19:42:16 UTC

BEFORE:
Plenty of drawing, painting, cutting, typing - hard working.

AFTER:

I use ICT, Kahoot, Plickers, Wordwall, learning through the game and many more – fun.

Niki, Belgium

2018-11-13 20:42:33 UTC

Before: Instruction by telling the students what to do.
After: Instruction with a video, a plan on paper with words, a scheme and pictures. Students choose witch instruction they need.

SEN

2018-11-13 20:50:46 UTC

Before;frontal work
After;modifay content and carry into action for sen student

Dorotea

2018-11-14 01:45:24 UTC

I used microphone.

Befor: student with hearing problem didn’t heir me.

After: student with hearing problem was more involved in discussion.

pınar yıldırım turkey

merveaktas — 2018-11-14 06:49:37 UTC

before I did not know to be so patience , after I learnod to respect every child

Maria Antonietta,Italy

mariaantonietta_caravelli — 2018-11-14 07:33:26 UTC

Before: I put myself as a helper, we read a lot of posters together, we listen to videos on the topic that is taking place, we do some set-ups, we propose group work, we invite children to look at images, to formulate hypotheses. that is promoted is that learning is wrong.Cords, balls, sticks are used. Afterwards, questions are asked, exercises or written texts are carried out and not much use of colors. Finally: check (for children with difficulties, a methodology with compensatory and dispensative tools is used, depending on the child's difficulty)
http://svel.to/106v

Marina A., Croatia

marina_antolkovic — 2018-11-14 11:07:31 UTC

Before: Giving instructions using simple sentences.

Now: Giving instructions using simple sentences and breaking them visually. Asking the student to repeat instructions.

Maria, Italy

maria_pesce — 2018-11-14 15:01:28 UTC

Before and After...
UDL is about offering flexibility in the classroom. Providing assignment options, multiple representations of information and alternative means of expression and engagement.
Offering learners choices can develop self-determination, pride inaccomplishment, and increase the degree to which they feel connected to their learning.
Much more than before, now is important to me, to create an accepting and supportive classroom climate more then ever when in a classroom like mine there are pupils with autistic spectrum disorder.
At the same time vary the level of novelty or risk using Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions; Creation of class routines; Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events; Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities. Vary the level of sensory stimulation; Provide tasks that allow for active participation, exploration and experimentation; Invite personal response, evaluation and self-reflection to content and activities. Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways.

Bondar Gladiola, Borca, Romania

bondargladiola — 2018-11-14 15:51:44 UTC

Before: I read the children's story.

After: Children read with me the story, hear it at the computer, watch the cartoon, and draws after reading.

Pixie

2018-11-14 17:25:00 UTC

Before - Giving instruction and schedule

Now - giving instruction and showing schedule by means of a picture schedule board

Carolina Palazzo - Padova/Italy

carolina_palazzosaraceno — 2018-11-14 18:41:09 UTC

My own resource: brainstorming.
Before: a traditional lesson started reading the topic on the book.
After: I start talking with them, trying to do a sort of brainstorming, identifying the keywords of the topic on the blackboard and doing a summary of the content. Everyone has less difficults to follow the book later.

Silvia, Italy

2018-11-14 20:37:09 UTC

Usually when I have to adapt some materials I wrote them using images, photos. In the classroom I usually use the LIM and educational games. Pupils with sen loves so much when we play with english.

Ioana Fedeles,Romania

ioana6333 — 2018-11-14 21:35:06 UTC

Before: a traditional lesson.
After: I talk to them, trying to create more ideas, identifying the keywords of the subject and then the result and finally summarizing the content. Everyone has fewer difficulties to follow learning later.

Jeane de Fatima, Rio de Janeiro - Brazil

2018-11-14 23:24:23 UTC

The classroom, the organization of the subjects and the resources to be used, are essential for a good lesson.
Assistive technologies help a lot, such as orthotics, prostheses and games and voice synthesizers.
When helping the friend creates a bond of friendship of companionship, the group work assisting them makes the good performance of the activities.
João Victor has a hearing loss, does not speak but understands, uses a hearing aid and has done a cochlear implant, still can not hear.

melikeaybars — 2018-11-15 13:24:40 UTC

in my sen classstudent can learn with öter student

Nadia, Italy

2018-11-18 18:14:10 UTC

I usually images or photo in my lessons.

I usually use the LIM for my explanation and when I write on the pc I use the Verdana font which is better read by SEN children.

I also use videos from the WEB which I choose according to the class level

Ana, Portugal

2018-11-18 19:08:30 UTC

Before: I asked students to do the reading comprehension questions silently.
After: I read the text aloud for all students and check individually if they understood what they hear / read and give extra help when needed.

Miguel A. (Burgos, Spain)

2018-11-18 22:25:01 UTC

Before: traditional class. Description of the topic and what is to be learned.
After: dialogue with students to motivate and know their previous knowledge, carrying out activities of various types.

Ebru, Turkiye

ebrudemirezen06 — 2018-11-19 21:34:05 UTC

Before giving instruction, now giving instruction and showing on picture

Aija, Latvia

2018-11-20 10:37:56 UTC

Setting: A circle time in a preschool.
Before: I pick a simple song for children to sing - teacher sings one line, children repeat.
After: I prepare a visual of the subject of the song, e.g. a pumpkin. It is there in front of us, we all see it, and we sing about it. Then before singing I point out specific words, e.g. colours or verbs. And, if possible, show them to children with a movement or on another object. Only then we sing. If there is a visually impaired child I look up the sign language equivalent for pumpkin and all the children learn how to show it.

NIOVI, GREECE

2018-11-20 11:18:18 UTC

Hatice, Turkey

2018-11-20 21:17:39 UTC

Traditional teacher method. Then provide the experience using different materials and visuals.

Adriana, Italy

2018-11-20 22:39:46 UTC

Traditionale teaching method, ITC, Video taken from Youtube nd adapted to the students learning styles

Manea Mirela , România

maneamirela430 — 2018-11-20 22:54:10 UTC

Each school that wants to be open and flexible, addressing the manner of inclusion, must ensure, through the management it proposes:
- a real understanding of what inclusion is, defining the process as such, not just a simple placement of the children together;
- recognize the links between inclusive education and the valorisation of human diversity. This way promotes the school ethos that valorizes all children and their families;
- to foster a flexible support climate and creative responses to individual needs / requirements. failure to succeed in initial responses should not be a reason to abandon inclusion but become a starting point;
- recognizing inclusion as part of equal opportunities policies with clear arrangements for implementation, substantiation and monoticization;
- Ensure that all school and school policy developments take into account the principles of inclusion;
- Ensure that the admission of children with special educational needs in educational structures is positively and sensitively oriented. in some cases, appropriate support, appropriate counseling and an effective guidance should be considered to ensure that all children's needs are resolved positively, that all children and parents must feel accepted;
- work in partnership with local authorities and agencies to identify possible barriers and consider how best to overcome them;
- recognize that changes in educational practices will require the support of all staff of the school and the local community. all must be involved and consulted in the inclusive school development;
- support staffing access to professional development opportunities that support / support the development of inclusive practices

Eunice, Portugal

2018-11-21 01:39:23 UTC

Before: The traditional teaching method. After: I presente a theme and the children share their knowledge about the theme. This way they help each other, they share opinions, they give differente points of view.

my child has a severe cognitive disability but he like anatomy, mythology, music. He will be my point of refe

2018-11-21 19:20:41 UTC

Priscila,Portuga

2018-11-21 22:32:12 UTC

before:too much stand still and listen, after:technological resources, specialy tablets, they enjoy it, feel safe because they are familiar with technology and have fun on learning

Antonella farruggia fake

2018-12-04 09:48:27 UTC

Andreea Done , Romania

yahmid_andreea — 2019-01-11 18:18:39 UTC

the method of knowing students through the game so that you get to know their needs

Nurten

isakarakis — 2019-02-16 16:46:28 UTC

Users need to have different capabilities and be useful to them and include equality. This can provide us with a better and more useable design product by considering different people.

Vesna,Serbia

vesna_jaquet — 2019-04-24 07:07:22 UTC

I have a SEN student who has difficulties to write and we use images, matching activities, adapting materials to speaking and connecting instead of writing. She loves to draw so we also use that in classes.

Sheena Erika Fernandez

2019-05-06 03:04:50 UTC

We have a SEN student, she cant write, she's talking but not related to the topic its like she has an own world or an imaginary friend. She cant even read but she can recognize sounds of the letter and memorize a word or a story. So, what we do is we teach her by talking and talking. She looks like not listening but she remember what we are talking. We expose her in outdoor activities like playing so that she can learn to be socialize with others. We also do teach her by using some printables worksheet and pictures.

Anca, Romania

2019-08-06 11:09:36 UTC

I plan activities according to interactive methods to perceive the needs of each child.

2019-10-26 05:54:51 UTC

Technology such as imagery, videos can be really helpful

Engeli, Philippines

2019-12-30 07:54:24 UTC

Yes, resources and teaching tools should be accessible in the classroom. Activities should be varied in a way that it would help and serve the students. Personally, I prefer my students to spend much more time outside and learn around them.

China

2020-02-16 04:54:41 UTC

The instructions should have text descriptions and pictures beside it to help better understand. It's very helpful when you have the sample to demonstrate. Make it as obvious as possible.

Tuğçe Ekici, Turkey

2020-03-19 14:28:20 UTC

Before: I use worksheet, videos, mind maps, brainstorming.
After: Different methods and materials like Web 2.0 tools, coding, STEM.

Menchie, Philippines

2020-04-09 09:15:54 UTC

In school we have the e-learning tool used to blend with the traditional techniques. To make it accessible, hands on/concrete materials are still the best.
We explore using the aid of technology (which interest them very much.)
Those with difficulty in Math, we make it practical for them using our mini-store where they leaarn to read, write , compare, speak asthey buy and ask for change , clollaborate withthe leaders ofthe day. we bring them to the market to purcase their items for sale. We do simple accounting of their salaes.
We visit palces to meet people and have short interviews: visit to the municipal hall, go to parks, have swimming party, send mails, feed the animals in the farm. It is full of fun but takes a lot of preparation. They also do pen and paper tasks with lss items, modified instruction with graphics and individualized.

Arlene,UAE

arleneterencio — 2020-04-24 10:58:00 UTC

use of different tool. such as pictures, and words, for better understanding. brief, simple,concise discussion. Using of binder and velcro images. like matching games, and communication.

2020-05-03 15:24:11 UTC

Before: do maths the traditional way- explain, break into steps.
After: use flashcards, maths games website to make it more fun.

2020-06-06 10:54:58 UTC

Something I have done is used images alongside text to allow children to be able to visualise the work and understanding the work through the imagery used.

Before : Teaching were more teacher talk or we can say traditional ways.

2020-07-16 11:38:04 UTC

After: New techniques, child centered classroom, More opportunities to kids to express, tools, aids, technology make teaching and learning fun.

Cihan Süle

cihansulebilsem — 2020-07-21 05:30:25 UTC

Before : Teaching were more teacher talk or we can say traditional ways.After: New techniques, child centered classroom, More opportunities to kids to express, tools, aids, technology make teaching and learning fun.

2020-11-15 06:46:10 UTC

Nisha, India

2020-12-23 09:51:45 UTC

Before: I used to use more text in the worksheet.
After: I started providing images alongside the text.

2021-02-14 18:19:33 UTC

in an example of physical therapy we demonstrate a lot of exercises. some time we say alot of words while we are explaining.
so after we can provide handout copies with pictures for visuals so kids can follow along

Before I focus of just auditory teaching and now I have moved to more of an activity oriented teaching.

2021-03-05 16:58:14 UTC

before i was explaining the lesson to children now i am providing material to meet the special needs of the child

2021-04-17 04:11:00 UTC

Li, Philippines

2021-09-19 06:32:06 UTC

For example we have traditional set up in a classroom with the use of UDL it make the educators to be more creative and more accessible for the children to learn. The educators should always think out of the box when giving activities where it can be challenging but manageable. Ensuring the child will able to learn well.

Universal Lens

2021-11-11 19:25:33 UTC

I like to make everything fair for my students even if they are gen ed students or special education students because I don't want my students think I haves favorites.