Worked example: Reading information from the board

Reading information from the board

The student has to:

a. Be able to see the board

b. Be able to see what is written on it

c. Understand/ interpret the writing or the images shown

A blue character wearing a blue top and yellow dress is looking confused. There is a question mark over their head.

Let’s look more closely at how an impairment or specific need might impact a child’s ability to read information from the board: 

Disability Potential Issue Inclusive & Accessible Solutions
Physical
Impacting: 
Mobility
Dexterity
Stamina
Fatigue
The pupil might be physically and mentally tired and so their ability to process what is on the board could take longer. Tell the pupil what they will be studying in advance to give them time to prepare.
Developmental
Impacting:
Understanding 
Learning
Memory
Social interactions
The pupil might not understand the words on the board   

 

The pupil might not be able to read the font that is being used 

Support the words with symbols or pictures, or provide alternative words

 

Change the font size, font type, colour and background colour that the words are on. 

Behavioural/emotional
Impacting: 
Mental health
Social interactions
Behaviour 
Stress and anxiety levels
The pupil might be anxious about the time given to finish reading the information Give the pupil more time or give them a hard copy.
Sensory impaired
Impacting: 
Vision
Hearing
Touch
Taste
Smell
The pupil might have a visual impairment

 

The pupil’s position in the classroom may make it difficult to see the board.

The text might be difficult to read due to the size, clarity or lighting/ sun glare 

Move the child closer to the board or into a position they can see.  

 

Provide the pupil with information on printed sheets that they can see up close.

Check there are no lights shining on the board

Ensure the writing on the board is clear and easy to see

What can you add to the table above?

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