Support and Facilitation

Reflective Questions

Are the staff responsive to the learners’ needs, do they anticipate needs?
What kind of support is given to learners (physical, verbal, visual cues)?
Is the complexity of language used considered?
Is the pace and quantity of information giving considered?
Are complex instructions broken into clear steps?
Are whole class checklists used (e.g. to work through tasks)?
Is teaching adapted for different learning styles?
Is demonstration and/or modelling used?
Is verbal information supported with non-verbal information (e.g. gesture, pictures or written words)?
Are templates used to support structure of work?
Are worksheets clear and organised?
Is praise and positive reinforcement given regularly?
Does support lead to increased independence and autonomy over time?

Actions/Strategies

Work through – co-regulation-and-de-escalation-informed-level.pptx (live.com) Information – Co-Regulation (education.gov.scot)

Look at Stages of Intervention Training and Signposting Sway

Familiarise yourself with Framework for Numeracy and Developing Balanced Literacy

Arrangement of class set up to promote good interaction
Tune in to learner
Simplify and shorten instructions (say less)
Reduce rate and complexity of spoken language
Stress key words, target sounds, grammatical constructions
Use visual cues and supports
Use auditory cues and supports e.g. use learner’s name at start of sentence
Supplement verbal with non-verbal information e.g. use key word signing systems
Use modelling e.g. of desired use of a word
Allow additional response time/thinking time
Cue in sound or sentence
Accept and use non-verbal cues
Use scaffolding
Use ICT to augment communication
Use personal or communication passports
Collaborate with parents/carers