Use special education services
Use teamwork for task completion
Provide an outline of what is to be learned - focus on key concepts.
Teach other class members to use communication devices with the student.
Do not assume understanding of spoken instructions.
Teach the use of diaries and checklists to support sequencing and completing tasks.
Teach language skills (grammar, vocabulary, social language) related to current genre/work.
Use mnemonic devices.
Teach the vocabulary of instruction, such as draw, underline, circle, analyse, brainstorm, classify, compare.
Use creative sabotage to encourage language (something missing/funny/different/wrong).
Explicitly reflect on communication success/failure.
Provide scaffolds such as notes, arrows or brackets written in the margin of texts.
Use vocabulary guides: keywords broken into syllables, definitions.
Use peer tutoring.

2. Suggested assistive technologies:

Teach use of organisers such as colour coding, pictorial labels, visual timetables and sequences, now/later charts.Provide a range of source materials such as readers, magazines, posters, at various levels.
Obtain copies of materials from other year levels, such as workbooks.
Use computers to provide additional practise of concepts and skills.
Create resources with symbol/visual support - using specialised software or digital photos.
Use Assistive Technology specialised software programs for literacy and visual support - text to speech, word prediction, visual organisers etc.

IDEA Disability Categories