How can HI sensory needs be supported by Quality First Teaching?

Teachers to consider the following:  

• Are recommendations from specialist support services being used to support the development of curriculum content and delivery for the young person? 
• Are teaching and learning opportunities suitably differentiated to take into account the young person’s sensory needs? 
• Are appropriate levels of intellectual challenge and support for individuals consistently provided? 
• Are the sensory and physical demands of the subject area  considered and adjustments made in order to improve access where appropriate through:  
  • Differentiating by task, outcome or teaching materials? 
  • Allowing more time to complete tasks (and this is incorporated into curriculum planning)?  
  • Opportunities for distributed practice (little and often) and interleaved learning (mixing the old and new learning)? 
  • The use of alternative communication such as signing and specific equipment including auxiliary aids such as radio aids? 
  • The use of written/visual cues and context to assist understanding? 
  • Consideration of the amount of verbal instruction that is given – for example, short sentences are used rather than long, complex ones?   
  • The young person's name is used before asking a question or giving an instruction?  
  • Pre and post tutoring of new vocabulary with concrete examples used when possible? 
  • Recording new learning, and sharing any presentations or resources (e.g. web-links) that can be re-visited in a quieter environment in order to consolidate learning? 
  • Ensuring teachers do not cover their faces with their hands nor travel around the classroom while they are talking ? 
  • Ensuring subtitles are used when showing TV or DVD programmes? 
• Are young people are given opportunities to demonstrate their learning in a variety of ways, such as:  
  • The use of alternative methods of recording including touch-typing? 
  • The use of appropriate ICT? 
• Are teaching assistants used to deliver structured evidence-based interventions? 
• Are teaching resources  age appropriate, inclusive and relevant?

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