Useful strategies for pupils with SEN
As part of the induction programme, the NQT group have been trying out
different techniques for differentiation aimed at pupils with SEN. Below are some
of the strategies they found especially effective:
• Listening frames: having a prepared structure or focus for pupils
whenever they need to listen for an extended period of time. If necessary
this can be partially completed first
• Text correction: providing a text with mistakes on it that pupils have to
correct. The mistakes can be highlighted already if needed, or not for extra
• Repetition: asking pupils to repeat instructions/objectives. Can be done
with whole class, or targeted at individuals in a 1 to 1 situation. Knowledge
of the needs of pupils in each class should enable you to know where to
• Help envelopes: provide a challenge or mystery to solve. Give pupils an
envelope with hints/extra help in it, but pupils only open if they need to.
Returning it unopened gains extra points. Important to debrief this well,
e.g. If you used the envelope how did this help, if you didn’t was it too
difficult, what would you do if you did this task again?
• Task lists: providing pupils with a sequenced check list of tasks where
concentration is an issue (e.g. ADHD) then tick off as they complete them.
Could also be done with post-it notes during a lesson.
• Pairing: careful pairing of pupils with BESD with other pupils of lower
ability but better concentration. Both develop each other and build
• Multiple Answers: rather than asking pupils to complete an exam
answer, give them three different ones and ask them to identify strengths
and weaknesses/rank order and explain why. Then move on to own
• Key word focus: Invest time in starters that involve crucial key words.
Many ways of doing this, e.g. simple crosswords. Check again for
application of these in a plenary at the end.
Swanmore College of Technology 2010