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Date
10 November 2024
Link
inclusive.tki.org.nz/guides/low-vision-and-learning/provide-support-and-options-for-students-to-create-learn-and-collaborate-2

Provide support and options for students to create, learn, and collaborate

Suggestion for implementing the strategy ‘Helpful classroom strategies years 1-8’

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Use digital tools

Use digital tools

Imagine how all students will access and use the content you present.

  • Evaluate the effectiveness of digital tools in partnership with the student.
  • Make options, such as text-to-speech, available to all students. Model and encourage their use.
  • Welcome and encourage digital technologies selected by students, and design activities so that they can use them productively.

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.

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.

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:

Return to the guide “Low vision and learning”

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Low vision and learning

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Guide to Index of the guide: Low vision and learning

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