Worked example: Writing something down

Writing something down

When you ask a student to write something down, they have to:

a. Hear, see or understand the instruction

b. Understand the instruction is for them

c. Understand what they have to write down

d. Be able to see or hear what they need to write down

Let’s look more closely at how an impairment/ specific needs might impact a child’s ability to write something down:

A blue character is standing with a confused look on his face.
DisabilityPotential IssueInclusive & Accessible Solutions
Physical
Impacting: 
Mobility
Dexterity
Stamina
Fatigue
Student unable to hold the pen.

Student finds it hard to control the object or the paper 
Offer student a choice of writing implements,

Add a grip, such as modelling clay, tape or even a potato!!

Provide a keyboard or typewriter

Allow the pupil to use voice to text function on a tablet or phone.

Fix the paper down, angle the paper, provide an angled desk.
Developmental
Impacting:
Understanding 
Learning
Memory
Social interactions
Student can’t remember the letter what the letters look like

Student can’t remember what to write down

Pupil did not understand what they had to write down
Provide pupil with an image of the letters, or a raised outline that can be felt with fingertips.

Write a checklist so the student can tick off tasks

Use different words to explain the task.

Ask the student if they understand the task, or get them to repeat it to you.
Behavioural/emotional
Impacting: 
Mental health
Social interactions
Behaviour 
Stress and anxiety levels
  Pupil finds the task overwhelmingBreak the task down into stages so the pupil can complete the task step by step.  
Sensory impaired
Impacting: 
Vision
Hearing
Touch
Taste
Smell
Pupil can’t see the paper clearly

Pupil can’t see what they are writing

Pupil did not hear the instruction

Pupil does not like the feel of the writing implement 
Provide coloured paper

Allow pupils to type or write in large font

Communicate the task in a written form or speak slowly so the pupils can lip read.

Try different writing objects or grips.  

What else can you add to the table?

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