Follow a Verbal Command
The student has to:
a. Hear the command or see, or be alerted to, the teacher speaking
b. Understand the command is meant for them
c. Understand what the command is asking them to do
d. Know what they have to do to respond to the command
Let’s look more closely at how an impairment might impact a child’s ability to follow a verbal instruction:
| Disability | Potential Issue | Inclusive & Accessible Solutions |
| Physical | ||
| Impacting: Mobility Dexterity Stamina Fatigue | The pupil might be physically and mentally tired | Repeat the instructions, ask for confirmation and give them time to carry out the task |
| Developmental | ||
| Impacting: Understanding Learning Memory Social interactions | The pupil might not be able to comprehend and remember the instruction. The instruction might require social interactions that cause distress | Use symbols to support understanding. Use an electronic device to set reminders i,e and web app or emails linked to a school account Give the pupil time to process who they have to work with and create a long term strategy. Assess if it is the people or the interaction |
| Behavioural/emotional | ||
| Impacting: Mental health Social interactions Behaviour Stress and anxiety levels | The instruction might require social interactions that cause distress | Assess if it is the people or the interaction |
| Sensory impaired | ||
| Impacting: Vision Hearing Touch Taste Smell | There might be issues with the pupils hearing | Repeat the instructions, ensure the pupil can see your lips, speak slowly, change the tone and pitch of your voice. Use symbols to communicate |
Can you think of additional issues that might arise?