Provide support and options for students to express what they know
Suggestion for implementing the strategy ‘Using whole-class strategies to support students with speech, language and communication needs in years 7–13’
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Hands-on learning
Hands-on learning
Hands-on learning in authentic contexts supports students with understanding, recording, sharing and articulating their learning.
![5964 [IMG-secondary-students-doing-science-experiment.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-secondary-students-doing-science-experiment__ScaleMaxWidthWzEwODZd.jpg)
Offer a range of materials and supports
Offer a range of materials and supports
Provide a range materials and support for students to express what they know in a variety of ways.
- Create opportunities where students can personalise learning tasks and build on their knowledge, experience and strengths.
- Develop success criteria with the students and present it clearly supported with visuals.
- Structure collaborative activities so that each student knows what is expected of them.
- Create opportunities for students to gain confidence in a range of media so that they can select the most appropriate to express and share their thinking and learning.
- Make learning support tools (text-to-speech, graphic organisers, planning tools and so on) available to everyone.
- Assess understanding and presentation separately.
Utilise technologies to remove barriers
Utilise technologies to remove barriers
Introduce students to a range of tools and technologies they can use to express their ideas and tell stories.
![5316 [Using-computer-cropped-to-landscape.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Using-computer-cropped-to-landscape__ScaleMaxWidthWzEwODZd.png)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Offer options for sharing learning
Offer options for sharing learning
Closed Captions
Support success in assessments
Support success in assessments
Consider:
- possible barriers hidden in the physical environment, for example: unfamiliar layout of room, lighting, temperature
- possible barriers hidden in the resources and materials, for example: cluttered presentation, hard-to-read diagrams, unclear layout, hard-copies only
- approaches to managing time allocations such as calendar tools and visual timers
- approaches to managing anxiety
- approaches to maintaining concentration
- negotiating breaks and extra time
- use of digital technologies such as text-to-speech and predictive text
- pre-teaching specific assessment/exam skills, such as how to approach multiple choice questions
- identify whether SAC application needs to be made for NCEA.
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
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Current page Provide options to create, learn and share
Return to the guide “Speech, language and communication needs ”
![11447 [Speech-language-and-communication-002.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Speech-language-and-communication-002__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Speech, language & communcation needs
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
- Support participation and confidence
- Present information in different ways
- Support processing and planning
- Provide options to create, learn and share
