Present information in different ways
Present information to students in different ways to encourage access and understanding.
On this page:
On this page:
Current page section: Present information in different ways
Go to top of current page: Present information in different ways
Go to top of current page: Present information in different ways
Go to top of current page: Present information in different ways
Promote understanding of spoken language
Promote understanding of spoken language
Help students with speech, language and communication needs to understand spoken content and follow verbal instructions.
To support understanding:
- use fewer words or signs
- speak or sign more slowly
- give students more time to process what they hear and see
- use supporting gestures, visuals and symbols when possible
- connect new vocabulary to familiar vocabulary
- teach and support understanding of new terms, and provide simple child-friendly definitions
- communicate using the student’s primary communication system whenever possible. For example, use AAC, point to select, coreboard symbols or NZSL
- make connections to, or use, languages spoken at home.
Give instructions in close proximity
Give instructions in close proximity
Communicate closely but take into account appropriate personal space for each unique student.
Targetted communication can help reduce distractions and support attention.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Take a multi-sensory approach
Take a multi-sensory approach
Offer students multiple opportunities to build understanding using all their senses.
- Offer real experiences, physical activity, and manipulables to support understanding.
- Support text and spoken information with photos, graphics, audio, and video.
- Present digital text rather than printed text so that students can personalise it by enlarging it or listening to it.
- Use online tools such as Google Slides or blogs to bring multimedia together, so students have content options presented in different media all in one place (for example, a YouTube video, a graphic and some text).
- Make instructions, demonstrations, or key content rewindable and accessible 24/7.
Use video and multi-sensory resources
Use video and multi-sensory resources
Use a Universal Design for Learning (UDL) approach to offer students multiple representations of information and multiple ways to demonstrate learning.
Support understanding with visuals
Support understanding with visuals
Offer information in more than one way.
Use symbols and graphics to illustrate key concepts.
Keep the layout clean and uncluttered.
Source: CORE Education
Use concrete materials
Use concrete materials
Support students to unpack key concepts in different ways.
Manipulation of real objects and models can help clarify understanding.
![11851 [IMG-6826.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6826__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
-
Current page Present information in different ways
Return to the guide “Speech, Language and Communication”
Speech, Language and Communication
How to use this site
Guide to Index of the guide: Speech, Language and Communication
Strategies for action:
-
Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
-
Key areas to supportShow suggestions for Key areas to support
-
Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
- Build language-rich environments
- Support participation and confidence
- Present information in different ways
- Support processing and planning
- Provide options to create, learn and share
-
Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
