Use of question forms

Teach by giving the pupil a cue list of the type of response required:

■ ‘What’ refers to things

■ ‘Who’ refers to a person;

■ ‘When’ refers to time:

■ ‘Where’ refers to place;

■ ‘How’ refers to method or procedure;

■ ‘How many’ refers to number;

■ ‘Why’ refers to a reason.

Stressing the key cue words in a question will allow the pupil to select a ‘type’ of response – if correct, this can be made more precise. Games and activities can be used to reinforce the use of questions and answers.

This Topic has been concerned with identifying effective ways to support learners with SLCN. Some general strategies to support learning and social participation have been identified by looking at the pace, process and personal relationships involved in ‘normal language development’. Obviously learners with SLCN have different profiles of development and many may need individualized support. There are, however, some key principles and strategies that can be used inclusively to support all learners. The important skill to develop when supporting learners with SLCN is that of monitoring their response to teaching so that adjustments can be made. The key characteristic of human language is that it is flexible and responsive – it is important that those who support learners with SLCN share these characteristics.

Discussion

■ How do you decide what strategies to use when supporting a pupil with SLCN?

■ What strategies have you found to be useful in supporting both an individual pupil with SLCN and the whole class/small groups?

■ What do you consider are the barriers to inclusion for a learner with SLCN?

■ What strategies have been effectively used in your setting to promote the inclusion of pupils with SLCN?

■ How might you develop confidence and independence in a learner with SLCN?