2) Teachers must learn to be flexible in their teaching and be more patient.

1. Consider allowing different forms of work submission. Students who cannot write, can choose to draw or type or record verbal responses. So, it is important that we understand what the learning objectives of the lesson are so that we can design tasks that allow students of different needs to complete the tasks and show their learning. If we know the students need help with spelling, provide helping words list for all. If we know the students need concrete manipulatives to count, provide counters for all. If we know the students cannot pronounce, allow students to point out pictures or gestures so provide pictures in class for all. Provide sensory items in class for all even though they might be meant for students with emotional regulation deficit.

2. Consider flexible seating. Allow students to sit on the floor if needed.

3. Consider brain breaks and water breaks for lessons that longer than 2 periods so that students have time to consolidate their learning or just move a bit so that they can refocus back to lesson.

In my school, we rolled out visual schedule and Absentees folders for all P1 classes to provide Tier 1 support which I find it very useful.

Essential for some: SEN students can complete the task

Useful for all: can use the time to do peer check, discussion or reflection

For teacher to know all responses

2) Foster student collaboration and ensure inclusive practices for diverse learners

3) Work with colleagues to share best practices and strategies for effective instruction

Considering learners’ profile, deciding on instructional strategies, sequencing learning, exercise flexibility, be patient.

• Build individual connections by knowing different aspects of our students and engaging them.
• Be intentional in creating connections through words, actions, and both physical and digital platforms.
• Show belief and respect for our students by valuing them as individuals builds rapport and positive interactions.

• Limited use of language at home

• Unable to access the language

• No interest/weak in the MT language

• Unable to focus (LP stds in a mixed class for MT class) - water break / break time - Tr uses this time to connect with LP students

• Knowing too much before lesson (HP stds) - Stds disengaged in class - difficulty to sustain stds’ attention

• writing - lacking of interest

  
  

2) Examples of lowering learning barriers:

a) Difficulty in language:

• arousing interest? teaching with object (picture/phrase/videos) / teach a friend (HP-LP or HP-MP or MP-LP)/ activating prior knowledge

• Using of big book to arouse interest / pre-teach of vocabulary / pair word with visuals - helps stds to make association with the word

b)engage stds (HP) to stretch & interest (sec stds):

• use of social media: create a video of smthg (TikTok

3) Lesson enactment:

• having routine is important

• pacing and maintaining the lesson

  
  

Well organised session and focused.

Timely and essential key elements of leveraging STP in pedagogical support to teach SEN.