1st Edition
Special Learners in School Understanding Essential Concepts
Introduction
PART 1: LEVEL 1 ACTIVITIES
Section 1: Auditory memory
Auditory programme Level 1
Activity 1: Requesting objects by name
Activity 2: Requesting objects by attribute
Activity 3: Using prepositions in on under
Activity 4: Using prepositions in on under (cont'd)
Activity 5: Introducing behind and in front of
Activity 6: Introducing beside and next to
Activity 7: Introducing the preposition between
Activity 8: Double request commands
Section 2: Visual memory
Visual programme Level 1
Activity 1: Remembering objects
Activity 2: Finding the same
Activity 3: Recognising differences
Activity 4: Card sequences
Activity 5: Pictures and memory
Activity 6: Recall of object placement
Activity 7: Filling in the missing bits
Section 3: Pragmatics
Pragmatics programme Level 1
Activity 1: (a) Using visuals (b) Without visuals
Activity 2: What do you say?
Activity 3: Asking the right question?
Activity 4: Replying to a question
Activity 5: Expressing preferences
Activity 6: Expressing feelings
Section 4: Sensory perception
Sensory programme Level 1
Activity 1: (a) Touch box activities (b) Outside the touchbox
PART 2: LEVEL 2 ACTIVITIES
Section 1: Auditory memory
Auditory programme Level 2
Activity 1: Repetition of sentences
Activity 2: Questions relating to simple text
Activity 3: Omitted words
Activity 4: Giving instructions
Activity 5: Following instructions
Activity 6: Answering questions
Section 2: Visual memory
Visual programme Level 2
Activity 1: Placing and finding objects
Activity 2: Noting visual details
Activity 3: Visual memory for words and letters
Activity 4: Recognising identical images
Activity 5: Reproducing images
Activity 6: Missing numbers and letters
Section 3: Pragmatics
Pragmatics programme Level 2
Activity 1: Logical ordering
Activity 2: Predicting events
Activity 3: Predicting reactions and feelings
Activity 4: Asking simple questions
Activity 5: (a) What’s the right word? (b) What's the right question to ask?
Activity 6: Starting a conversation
PART 3: ADDITIONAL IDEAS FOR WORKING WITH PUPILS
Reading a new book
Differentiation and comprehension
Describing a picture
Learning to read with symbols
Inference skills
Learners with significant behaviour/language needs
Biography
Catherine Routley has worked for over 20 years in the field of special needs, supporting individual children and developing training courses for Learning Support Assistants.
