Practical strategies for
working with pupils with
Developmental Disorders
Jane Baines
September 2008
Developmental Disorders
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Attention Deficit Hyperactivity Disorder (AD/HD)
Attention Deficit Disorder (ADD)
Hyperkinetic Disorder (HD)
Autistic Spectrum Disorder (ASD)
Obsessive Compulsive Disorder (OCD)
Dyslexia
Dyspraxia
Developmental Verbal Dyspraxia
Dyscalculia
Developmental Coordination Disorder (DCD)
Neurofibromatosis (NF)
Ehlers-Danlos Syndrome
Tourette's Syndrome
Deficits of Attention, Movement and Perception (DAMP)
Oppositional Defiant Disorder (ODD)
Conduct Disorder
Scotopic Sensitivity Syndrome/Irlene Syndrome
Tools to support the task
Too many support tools?
Keeping the essentials
Use what works
Environment
Visual structure
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Look at layout of room
Think about where child sits
Classroom organisation
Labelling school
Cloakrooms, corridors
Playgrounds
Individuals supports
Chill out
Stress reduction
Time Keeping
Time tables
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Pupils should be allowed to highlight and mark for visual
clarity
Glossary of abbreviations should be provided
Orientation of layout to suit pupil e.g. top/bottom left/right
Copy of timetable for home
The timetable will require to be reinforced and maintained
by adult supporting pupil
Pupils will require support with time-tabling throughout their
school career
Times should be marked on timetable
Buddy system could be in place to support timetable
Colour code labels in school to match subjects on timetable
Any changes should be given in written form, in advance
Time management
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Teach time management e.g. exams, homework
Alternative strategies for managing time should be
used if time is a problem for pupil
Key worker to maintain corrections to timetable
and discuss difficulties
Monitor punctuality to see if there is a difficulty
Timing flexibilities e.g. extra time to change after
PE
Buddy system for breaks and lunchtime to alert
them of upcoming events
Organisation
Instructions
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Give clear instructions, one step at a time and go back to
reinforce
Give clear time guidance for task so pupil gets to finish task
within allocated time
Give shorter tasks, which can realistically be completed
Do not assume that pupil is able to recall which pieces of
work they have completed
Do not assume work has been copied accurately
Copying from the black/whiteboard is a common difficulty
Present written questions on worksheets
Give visual structure to rooms
Routines
Routines
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Record all changes to plan in advance
All messages sent home should be written
Key person to discuss routines on daily basis
Visual prompt cards to work through routines e.g.
dressing after PE, lunchtime
Mark child's peg, drawer, lunch box, and diary for
clarity. Pupils can find it difficult to locate their
possessions amongst others
If classroom layout is changed, show pupil
changes
Clear labelling and signage throughout school
Recording Information
Presentation strategies
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Clear uncluttered page of instructions with a few examples
A page at the back of the homework diary with a glossary of
signs e.g. (+-) and an explanation, number line etc.
Clarity of layout – look at paper/font size that pupil is using
Darker lines on clear page
Using a dark pen to write with, gel or roller ball pens give
more feedback
Utilise weighted pen or pen grip
Agree a time limit for work and stick to it even if work is not
completed
Recording information
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Use alternative paper/style/font size/layout to
match child's needs
Utilise technology
Scribing
Indicate start and finish points on page, working
left-to-right etc.
Process signs in maths, colour-coded to make task
clearer
Task prompt card
Present framework for activity
Accept less written work
Differentiation
Differentiation
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Analyse task you are asking pupil to
complete
Is pace and amount of work differentiated as
well as content?
Recognise and reinforce child's strengths
and utilise them
Look at how work is presented
Be aware that the pupil will become
physically tired
Homework
Home work
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Discussion between home and school on the management
of a homework diary
Ensure the parents and pupils know the homework
timetable
Homework should be recorded in written form
Staff should ensure that the pupil has this in a complete
and accurate form
There should be a balance between written and oral
production of work
Parents should be allowed to scribe homework
Homework should be given on a worksheet
Plan of homework for week with time scales
Self Esteem
Self evaluation
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I am 7, I have yellow hair, I think I am pretty
but my brain does not work properly.
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I am really, really good at forgetting things.
From a child’s point of view
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I am not going to be very good at this school
thing. Child aged 4
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I can hear the teacher calling my name but
it sounds a long way away, by the time my
head comes back I am in trouble. Child aged 5
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Too many words. Child aged 5
From a child’s point of view
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When people speak quickly the words go
past my ears. Child aged 6
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Why does the teacher call me hopeless?
Child aged 6
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When people sing a song the tune goes in
my ears but the words are one big blur. Child
aged 7
From a child’s point of view
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Why am I so stupid, I bet it would be easier if
I had not been born. Child aged 7
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As I walk home all the days work scrambles
in my head, when I do my homework I
cannot sort out the muddle. Child aged 8
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Is there a shop where you can get a new
brain? Child aged 8
From a child’s point of view
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If I stop eating I will disappear and then I won’t be
a problem for people any more. Child aged 9
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I cannot answer the phone because I do not know
what they will want me to say? Child aged 14
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I can understand why people cannot be my friends,
they know I am not like them .Child aged 15
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I sit there with my most confused face on, but staff
do not help me. Child aged 15.
Transitions
Transitions
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Involve pupils and parents in all discussions on
transitions
Prepare well in advance
In school transitions – make visits to next class
All information should be passed to new teachers
Plan positioning of pupil in class, re layout, board,
desk etc.
Secondary School transition should follow the
Highland Council's guidance on transition
Remember
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These students can fall within the full range of
intellectual ability, from average to superior
intelligence.
Many students can learn as rapidly as their
counterparts. Their difficulties with academic skills
(reading, writing, spelling) slow their intake and
output of information using these mediums only.
Students with Developmental Disorders can be
successful students.