Christine Gillions on Providing for Students with Learning Difficulties in the Mainstream

Christine Gillions on Providing for Students with Learning Difficulties in the Mainstream

Christine Gillions is a highly qualified and experienced Learning Support and Gifted Education teacher. In a recent presentation to mainstream teachers Christine emphasised the importance of meeting the needs of students with learning difficulties through differentiation in the mainstream. This approach means differentiating the mainstream content, product, process and environment. To assist the mainstream teachers in this essential teaching task Christine Gillions shared the following useful tips:

CONSIDER

Seating arrangements

Background noise

Personal organisation

Prior knowledge and experiences

Degree of pace and depth

Modifying assessment

Alternative forms of assessment

USE

Shorter instructions

Simpler language and constructs

Visuals often

Strengths and interests

Scaffolding

Clear sequence

OFFER and NEGOTIATE

Choices

Options

METHODS OF PRESENTATION

Visuals

Diagrams

Lists

Colours

Fewer words

Size of print/font

Mind maps

Real objects/concrete

Materials

Handouts

Charts

Graphs

Checklists

Symbols

Graphic organisers

HIGHLIGHTING TEXT

Underline/Bold key

Words

Video

Cartoons/pictures

AUDITORY

Audio tapes

Tape recorder

Speak slower

Repetition

Rephrasing

Emphasis key words

KINAESTHETIC

Demonstrations

Physical participation

Building/Constructing

Role play/Drama

Dance/Rhythm

Christine Gillions concluded the presentation by suggesting that the mainstream teachers put this list of recommendation in the front of their planning book, on the notice board in front of their desk, on their laptop screen-saver or even use it as a bookmark, so these handy hints flow naturally and instinctively into the mainstream teachers' regular planning and everyday interactions with their students who have the added challenge of learning difficulties. Christine left the teachers with a quote to reflect on:

Act as if you do makes a difference. It does.

William James

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