Worked example: Following a verbal instruction

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

A blue character stands with their hand over their mouth.

Let’s look more closely at how an impairment might impact a child’s ability to follow a verbal instruction: 

DisabilityPotential IssueInclusive & 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 hearingRepeat 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? 

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