Introduction
Teaching students with special needs requires clear, visual, and predictable instruction.
These strategies help make learning accessible for students of all ages and abilities.
1. Make Text Easy to Read
Keep it simple
Use short sentences (10 to 15 words).
Use everyday words.
Avoid jargon or complex language.
One idea at a time
Write one idea in each sentence.
Put each sentence on a new line if possible.
Use pictures
Add a clear image or symbol next to each sentence.
Make sure the picture matches the meaning.
Clear layout
Use large font (at least size 14).
Align text to the left.
Avoid italics, underlining, and ALL CAPITAL LETTERS.
2. How to Teach Effectively
Use routines
Keep a consistent daily schedule.
Tell students what will happen next.
Use visual timetables or timers.
Break learning into steps
Teach one small step at a time.
Repeat and review often.
Use all senses
Include:
Touch (hands-on activities)
Sound (speaking and listening)
Movement (actions and gestures)
Give clear choices
Offer only 2 or 3 options.
Keep choices simple and clear.
3. Tips for Different Roles
Tutors
Use multi-sensory teaching (visual, auditory, hands-on).
Repeat learning regularly.
Go at the student’s pace.
Lecturers
Record lessons where possible.
Provide summaries before and after sessions.
Share materials in Easy Read or plain language.
Support Staff
Use partner reading (peer support).
Help students follow instructions step by step.
Encourage independence with guidance.
4. Teaching Reading in Special Education
Teaching reading should be engaging, structured, and supportive.
Shared Reading
Read with students, not just to them.
Use the CAR method:
Comment
Ask for participation
Repeat
Adapted Texts and Visuals
Use books with:
Pictures
Symbols
Tactile elements
Let students match pictures or complete sentences.
High-Low Books
Use:
High-interest topics
Low reading levels
Helps older learners stay engaged.
Phonics and Decoding
Teach sounds clearly and directly.
Use multi-sensory phonics methods.
The Five Pillars of Reading
Focus on:
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
5. Useful Resources for Staff
Text Simplification Tools
Rewordify (simplifies difficult text)
Teaching Materials
Teachers Pay Teachers (adapted books and resources)
Guidance and Support
Autistic Self Advocacy Network – Easy Read guides and toolkits
Learning Disabilities Association of America – Teaching strategies and decoding support
Foundation for People with Learning Disabilities – Easy Read checklists
Special Olympics – Training and inclusion resources
Summary
Good teaching for special needs students should be:
Clear
Visual
Structured
Repetitive
Supportive
Easy Read helps all learners understand, not just those with disabilities.
Optional Next Step
You can create:
Easy Read lesson plans
Visual timetables
Symbol-supported worksheets
These help students feel confident, included, and independent.
Understanding Learning Difficulties and Differences
Why this matters
When teaching students with special needs, it is important to understand that every learner is different.
Students may find some things harder, but this does not mean they cannot learn.
1. Different Types of Difficulties
Students may have difficulties with:
Memory
Remembering instructions
Remembering what they learned yesterday
Following multi-step tasks
Reading
Understanding words
Reading long or complex sentences
Reading quickly
Writing and Spelling
Spelling words correctly
Organising ideas on paper
Writing full sentences
Maths
Understanding numbers
Remembering steps in calculations
Telling the time or handling money
Understanding Language
Understanding complex information
Following instructions
Understanding new or unfamiliar words
2. Important Message for Staff
Having a difficulty does NOT mean a student cannot:
Read
Write
Spell
Do maths
It means:
They may need more time
They may need information presented differently
They may need extra support
3. Everyone Has Strengths and Difficulties
All people have:
Things they are good at
Things they find harder
For students with special needs or disabilities:
These differences may be more noticeable
They may need more support in certain areas
But they also have:
Strengths
Skills
Talents
4. Key Teaching Approach
Good teaching means:
Focusing on what the student CAN do
Supporting what they find difficult
Adapting teaching to meet their needs
5. What Staff Should Remember
Do not assume ability based on one difficulty
Do not compare students unfairly
Be patient and flexible
Use clear and simple communication
Celebrate progress, even small steps
Summary
Students are not “unable” to learn.
They learn differently.
With the right support, every student can:
Make progress
Build confidence
Achieve success
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