TDA 2.3 (3.3, 3.4)
TDA 2.3 (3.3, 3.4)
Examples of Communication Difficulties
1) Communication difficulties: Hearing impairment
How can be adapted and supported: The teacher or teaching assistant would need to make sure that the child sat at the front of the class. The person leading the lesson would have to ensure that their face is clearly visible and background noise should be kept to a minimum. Teaching the child in a small group or individually would be a benefit and a quite area should be found for this. The teacher should try and limit the time spent talking in group sessions to a minimum and ensure that they have visual aids available as well as writing key words on the board for the child. The other children in the class should be encouraged to help if the child needs to have the instructions repeated. If the child uses sign language it may help to have someone in to teach the rest of the class some sign language so that they can communicate more easily with their classmate. There is a possibility that the child may find it difficult to concentrate and when given work this should be a consideration. The child may also have problems in making friends and a ‘buddy’ system may be appropriate where they get to choose someone to play with for that lunch time.
2) Communication difficulties: Shyness/Lack of confidence
How can be adapted and supported: A child who suffers may be less willing to join in with verbal discussion both with teachers and peers. They may appear rude and abrupt to others which will affect friendships. The child would benefit from a Nurture Group or working in small groups. The adult working with the child should show patience and encourage the child to participate gradually by offering reassurance and praise. The child may not wish to talk due to embarrassment of getting something wrong so they need to be made to feel safe and know that they will not be judged. The child may wish to bring in something they are interested in and talk about it with an
Examples of Communication Difficulties
1) Communication difficulties: Hearing impairment
How can be adapted and supported: The teacher or teaching assistant would need to make sure that the child sat at the front of the class. The person leading the lesson would have to ensure that their face is clearly visible and background noise should be kept to a minimum. Teaching the child in a small group or individually would be a benefit and a quite area should be found for this. The teacher should try and limit the time spent talking in group sessions to a minimum and ensure that they have visual aids available as well as writing key words on the board for the child. The other children in the class should be encouraged to help if the child needs to have the instructions repeated. If the child uses sign language it may help to have someone in to teach the rest of the class some sign language so that they can communicate more easily with their classmate. There is a possibility that the child may find it difficult to concentrate and when given work this should be a consideration. The child may also have problems in making friends and a ‘buddy’ system may be appropriate where they get to choose someone to play with for that lunch time.
2) Communication difficulties: Shyness/Lack of confidence
How can be adapted and supported: A child who suffers may be less willing to join in with verbal discussion both with teachers and peers. They may appear rude and abrupt to others which will affect friendships. The child would benefit from a Nurture Group or working in small groups. The adult working with the child should show patience and encourage the child to participate gradually by offering reassurance and praise. The child may not wish to talk due to embarrassment of getting something wrong so they need to be made to feel safe and know that they will not be judged. The child may wish to bring in something they are interested in and talk about it with an
Bibliography: Author not given, (n.d.) Gates-Weatherby. Retrieved October 18 2013 from http://dataprotectionact.org/1.html Author not given, (n.d.) Information Commissioners Office. Retrieved October 18 2013 from http://www.ico.org.uk/for_organisations/data_protection/the_guide/the_principles Author not given, (n.d.) Information Commissioners Office. Retrieved October 18 2013 from http://www.ico.org.uk/for_organisations/freedom_of_information/guide/act?hidecookiesbanner=true Author not given, (n.d.) Information Commissioners Office. Retrieved October 18 2013 from http://www.ico.org.uk/for_the_public/topic_specific_guides/schools/pupils_info Author not given, (2013) BBC Bitesize. Retrieved October 18 2013 from http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml Information and Communication Support Officer, (2004) Plymouth City Council. Retrieved October 18 2013 from http://www.plymouth.gov.uk/freedom_of_information_what_schools_need_to_know.pdf Author not given, (2013) Milton Keynes Safeguarding Children Board. Retrieved October 18 2013 from http://mkscb.proceduresonline.com/chapters/p_freedom_info.html