Provide options to create, learn and share
Suggestion for implementing the strategy 'Helpful classroom strategies years 1-8'
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Utilise digital collaborative tools
Utilise digital collaborative tools
![5185 [google-docs-collaboration.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/google-docs-collaboration__ScaleMaxWidthWzEwODZd.png)
Give extra time
Give extra time
Consider reducing the quantity rather than the complexity of the learning.
Ask students what will help.
![5378 [IMG-student-working-on-laptop.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-student-working-on-laptop__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Offer options for sharing learning
Offer options for sharing learning
Closed Captions
Minimise barriers
Minimise barriers
Build these suggestions into your teaching practice.
Offer supports to everyone.
- Set goals that enable students to demonstrate their understanding through multiple pathways.
- Offer students a range of options for expression: text, images, voice, video or a combination of media.
- Ensure that the “means” of showing understanding is not itself a barrier to success.
- If the “means” are a barrier for some students, use supports such as text-to-speech.
- Build supports (text-to-speech, online highlighters) into each learning activity and encourage students to select what they need.
- Encourage students to choose work environments that best suit their needs and the task (wearing noise-cancelling headphones, listening to music, a quiet space, working with a buddy, in a tuakana-teina partnership or in a collaborative group).
Support success in assessments
Support success in assessments
Discuss with students what support they need to demonstrate their understanding in tests and assessments.
Talk about:
- possible barriers created by the physical environment: unfamiliar layout of a room, lighting, temperature
- possible barriers created by the design of materials: cluttered presentation, hard-to-read diagrams, unclear layout, hard-copies only
- ways to manage time allocations such as using visual timers
- negotiating breaks and extra time
- managing anxiety through mindfulness, positive self-talk, and identifying solutions to anticipated problems prior to the assessment
- using digital technologies such as text-to-speech and predictive text or a reader-writer
- pre-teaching specific test skills, such as how to approach multiple choice questions.
Useful resources
Useful resources
Different ways to publish your stories: Using a variety of tools
Teacher Jacqui Sharp illustrates some of the ways students and teachers can present digital stories and inquiries, using many different tools.
Publisher: Jacqui Sharp
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
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Current page Provide options to create, learn and share
Return to the guide “Deaf or hard of hearing students and learning”
![11454 [deaf-and-hard-of-hearing.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/deaf-and-hard-of-hearing__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Deaf and hard of hearing
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
- Design inclusive learning
- Support participation and confidence
- Present information in different ways
- Support processing and organisation
- Provide options to create, learn and share
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
