![]() ![]() Minimise verbal instructions and provide support with visual strategies.Some students prefer to use a help card rather than ask for help verbally.The student may need to be taught how to do this.Encourage the student to ask for help or clarification.Provide demonstrations and visual information when presenting new concepts.Simplify/explain new vocabulary visual cues and images may help.Interrupting students during this processing time can confuse the thought process. Some students may need extra quiet time to process information before responding. Allow the student a longer time to respond when asking questions or giving instructions.Speak clearly, with a moderate rate, and stand in one place, preferably facing the student.Wait for the student to complete each step before giving the next instruction. Keep instructions short and break into separate steps.Wait for the room to become quiet before giving the instructions.visual work system, typed notes on a handout, pictures, keeping instructions on board etc. Use a visual support to aid understanding of instruction e.g.placing a coloured card on students table holding up a visual cue) to gain student’s attention before giving new work, instructions or directions. This may be due to an inability to filter out background noise and focus on instructions from the teacher. Student seems to ignore instructions or is slow to follow instructionsĪ student with auditory overresponsiveness many have difficulty in processing and following verbal information. Reduce background noise by allowing student to wear headphones at appropriate times or control noise in classroom through the use of visual cues.If she notices a student becoming distracted by background chatter, she can direct the class to be silent or whisper using the visual cue. a volume control icon or a traffic light system. The teacher could use a visual cue to control the noise in the classroom e.g. ‘ Whose turn?’ card or the student speaking holds an object to indicate it is his turn to speak. ![]() ![]() A visual prompt could be used in this instance e.g. For example, the teacher should encourage appropriate speaker-listener manners for all students in class – one person talks at a time others listen quietly. The teacher should control the noise level in the classroom and reduce background noise if a student is becoming distracted.These should only be worn when there is a high level of auditory distractions, and should be part of an auditory desensitisation programme. If a quiet room is not available, the student may benefit from wearing ear defenders, headphones or ear plugs.A quiet / calm area may be an empty room in school or a quiet classroom. Allow student to move to a quiet area when doing focused work.Seat student away from classmates who tend to be chatty and noisy.Seat student away from auditory distractions, such as fans, heaters, windows, doors etc.They tend to be aware of all noises inside and outside the classroom, causing them to be highly distractible. Students who are overresponsive to auditory input cannot filter out background and competing noises. Student is easily distracted by background noise Student may ask people to be quiet frequentlyġ.Student is distracted by noises others do not notice e.g.Student responds negatively to unexpected noise e.g.Student responds negatively to specific sounds e.g.Student has difficulty participating in group work discussions/projects.Student seems to ignore instructions or is slow to follow instructions.Student is easily distracted by background noise. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |