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
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?