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Date
11 November 2024
Link
inclusive.tki.org.nz/guides/down-syndrome-and-learning/provide-options-to-create-learn-and-share-2

Provide options to create, learn and share

Suggestion for implementing the strategy ‘Helpful classroom strategies years 9-13’

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Offer options for sharing learning

Offer options for sharing learning

Students with Down syndrome often enjoy drama and performance.

Grow their repetoire by introducing new approaches.

5189 [ShowWhatYouKnow.png]

Source: For the Teachers (opens in a new tab/window)

Source:
For the Teachers
https://www.fortheteachers.org/Graphics/ShowWhatYouKnow.pdf

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Personalise learning

Personalise learning

Provide opportunities for students to learn in ways that suit their needs and preferences.

  • Set realistic, ambitious, and achievable personal targets.
  • Create opportunities where students can personalise learning tasks and projects to build on their culture, knowledge, experience and strengths.
  • Discuss with students the different ways they can share their thinking and demonstrate understanding.
  • Develop success criteria with the students and present them with clear visual supports.
  • Provide opportunities for students to gain confidence using a range of media so they can select the most appropriate way to express their learning.
  • Offer a flexible learning environment with a variety of seating and working spaces.
  • Offer a reader-writer or assistive technologies to support success in assessments.

Utilise technologies to remove barriers

Utilise technologies to remove barriers

Introduce students to a range of tools and technologies they can use to express their ideas and tell stories.

5316 [Using-computer-cropped-to-landscape.png]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:
Ministry of Education | Te Tāhuhu o te Mātauranga

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Support success in assessments

Support success in assessments

Discuss with students what support they need to demonstrate their understanding in assessments.

Consider:

  • possible barriers hidden in the physical environment, for example: unfamiliar layout of room, lighting, temperature
  • possible barriers hidden in the resources and materials, for example: cluttered presentation, hard-to-read diagrams, unclear layout, hard-copies only
  • approaches to managing time allocations such as calendar tools and visual timers
  • approaches to managing anxiety
  • approaches to maintaining concentration
  • negotiating breaks and extra time
  • use of digital technologies such as text-to-speech and predictive text
  • pre-teaching specific assessment/exam skills, such as how to approach multiple choice questions
  • identify whether SAC application needs to be made for NCEA.

Useful resources

Useful resources

Website

UDL Curriculum toolkit: Building Flexible, Customizable Learning Environments

This resource was developed to facilitate the creation of flexible UDL instructional materials. The Toolkit software enables any curriculum developer or researcher to design web-based curricula or interventions — from scratch, as well as to retrofit existing curricula into a UDL-supported, scaffolded learning environment for middle and high school students.

Publisher: CAST

Visit website

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:

Return to the guide “Down syndrome and learning”

11436 [Down-Syndrome.jpg]

Down syndrome and learning

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Guide to Index of the guide: Down syndrome and learning

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