• Using texts at different reading levels
• Using colour-coded worksheets with graded tasks 
• Using audiovisual materials

• Allowing students to work alone or in small groups
• Developing personal time frames for students 
•  Using a variety of materials appropriate for different learning preferences 
• Using flexible grouping for students for different tasks

• Allowing project groups to choose different products for the same project task
• Offering outcome options your learners can choose from (e.g. draw and write a recipe or make a cooking video)

• Creating online class platforms to exhibit learner products and allow students to decide which of their products to show 
• Always offering the option to record answers
• Encouraging students to use different methods to express what they have learnt

• peer pressure and family background

• transport; time; disability; caring responsibilities; childcare; finance; cost; age; language; and lack of access to information

• lack of self-esteem or confidence due to low skills levels; negative personal experience of learning; previously undetected or unaddressed learning disabilities; social problems such as unemployment, abuse or bullying

• time off; access; discrimination; unsupportive managers; shift work; isolation

• Developmental Coordination Disorder (DCD or dyspraxia)
• Dyslexia
• Attention Deficit Hyperactivity Disorder (ADHD)
• Dyscalculia
• Autistic Spectrum (ASD)
• Tourette Syndrome (TS) and more others.

• phonological awareness,
• slower speed of processing,
• less efficient control of attentional resources 
• reduced short-term memory capacity 

Developmental Language Disorder (DLD):

Dyscalculia and maths difficulties:

Dyspraxia (DCD):

•  TECHOMATRIX
• Digital Learning Tools from Microsoft Education.
• IXL Worldwide
• FunBrain
• AAA Math
• Storyline Online
• Into the Book! 
• Starfall
• The Exploratorium
• Do2LearN

• Dyslexic students most pay attention to temperature, light and noise therefore it is needed to take care of the appropriate environment in the classroom. It would be the best to ensure lower temperature and less light preventing headaches and also children should be allowed to use earplugs to block out disturbing noises. It is also recommended to keep the wall around the board clean of other information if possible to reduce further distractions.

• Working in pairs and small groups allows students lots of time to practice the new vocabulary and the structures that they are learning. Teachers also should be aware of difficulties and skills of students to ensure that they are carefully paired and groups will work together.
• Teacher should be sure that he gives only those instructions that are clear and unambiguous because especially dyslexic students may interpret these instructions in many ways and it can be too confusing for them. Giving feedback is another important aspect, it also has to be clear and thoughtful. The best is to mention one or two things to improve with concrete strategies. 

• Books are often full of many pictures and small exercises so to keep dyslexic students focused during doing exercises it is worth covering with paper or something else that part of the book that is not valid at the moment. 
• One of the most effective methods in learning is breaking tasks into smaller chunks to help focus on just a small amount of information at a time.
• Teachers can better control an aspect of lesson pacing, the course and used materials need to be balanced. It is worth it to differentiate tasks and enable lots of opportunities to recap and revise new language points. 

• Language learning by suggesting memory strategies is very helpful for dyslexic students. Raising awareness of the importance of time management and organization is another point.

1. Phonology. It is the study of sound structure of spoken words. Its awareness includes rhyming, counting words in spoken sentences, and clapping syllables in spoken words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds, which are called phonemes. 
2. Sound-Symbol Association. This one is connected with mapping the phonemes to symbols or printed letters. Sound-symbol association must be taught and mastered in two directions: visual to auditory (reading) and auditory to visual (spelling). The blending of sounds and letters into words and segmenting whole words into the individual sounds are also the important requirements to master.
3. Syllable Instruction. A syllable is a unit of oral or written language with one vowel sound. Instruction includes teaching of the six basic syllable types in the English language: closed, vowel-consonant-e, open, consonant-le, r-controlled, and vowel pair that is an important organizing idea. It enables better determination of the sound of the vowel in the syllable and gaining awareness of where a long, unfamiliar word may be divided for great accuracy in reading the word.
4. Morphology. A morpheme is the smallest unit of meaning in the language. It relates to the study of base words, roots, prefixes, and suffixes. The word instructor, for example, contains the root struct, which means to build, the prefix in, which means in or into, and the suffix or, which means one who. An instructor is one who builds knowledge in his or her students.
5. Syntax. Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language.
6. Semantics. Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.

1. Simultaneous, Multisensory (VAKT): Teaching uses all learning pathways in the brain (i.e., visual, auditory, kinesthetic- tactile) simultaneously or sequentially in order to enhance memory and learning.
2. Systematic and Cumulative: Multisensory language instruction requires that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and progress methodically to more difficult material. Each concept must also be based on those already learned. Concepts taught must be systematically reviewed to strengthen memory.
3. Direct Instruction: The inferential learning of any concept cannot be taken for granted. Multisensory language instruction requires direct teaching of all concepts with continuous student-teacher interaction. 
4. Diagnostic Teaching: The teacher must be adept at flexible or individualized teaching. The teaching plan is based on careful and continuous assessment of the individual needs. The content presented must be mastered step by step for the student to progress.
5. Synthetic and Analytic Instruction: Multisensory, structured language programs include both synthetic and analytic instruction. Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its component parts.
6. Comprehensive and Inclusive: All levels of language are addressed, often in parallel, including sounds (phonemes), symbols (graphemes), meaningful word parts (morphemes), word and phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragmatics).

• physical response, gestures, movements
• organizing pictures
• drawing sketches
• checking orally
• using students' mother tongue in monolingual classes
• breaking tasks into small portions
• checking answers in pairs or groups first
• giving enough time
• differentiating tasks

• carefully structured
• it gives the knowledge in small, cumulative steps 
• it provides the students with ample practice, frequent revision and direct and explicit explanation of linguistic structures; 
• it uses the method known as drills; 
•  it is learning through activating different sensory channels.

• what a letter or a word looks like; 
• how it sounds; 
• how the speech organs are used to pronounce it;
• what hand moves are needed to write it.

•  a single sound can be represented by more than one letter
• a single sound might be represented by a different letter 
• a given letter or combination of letters may represented more the one sound 
• there are exceptions and irregular words that need to be rote-learned

•  isolating, 
• segmenting (dividing),
• blending (putting together),
• adding,
• deleting (removing),
• substituting (changing). 

•  Mindmaps
•  Digital voice recorder 
•  Speech to text software 
• Songs
•  Mnemonic devices 
• Crazy stories
•  Memory game with word cards 
•  Wordcards in a digital format 

•   Explicit teaching 
•  Teaching and practising in context 
•  Digital voice recorder 
•  Speech to text software 
• Songs
•  Memory game with word cards 
•  Word cards in a digital format 

•   Colourcoding. 
  •  Visual formula Present Continuous 
  •  Visual formulas for Present Simple 
•  . Word order questions
•  Explicit teaching 
•  Mnemonic devices
•  Word cards - Sentence cards 
•  Mindmaps 
• Digital voice recorder
•  Speech to text software
•  Songs 
•  Tense cards