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A child with dyslexia could use a computer for word processing and books that are of interest to the child for reading as they would be more interested and willing to try.
A child with speech, language and communication needs (SLCN) could also be supported by using visual strategies and non-verbal cues to support what is being said and using the visual strategies for the child to let you know they understand for example thumbs up or thumbs down.
Children with behavioural, emotional and social difficulties can be supported by a range of strategies, for example children who cannot engage themselves with classroom work assignments often disrupt and irritate their peers. These children become bored more easily than other children. As a result, they are more likely to become disruptive in the classroom. These children can be supported by a range of strategies for example if a child was becoming restless and irritated they could be given a sign to let the teacher or class assistant now that they are struggling the class teacher could then send them on a job to relieve the stress and disruption.
When supporting a child with moderate learning difficulties they teacher and class room assistant should ensure that the work has been carefully planned and differentiated to the level of the child and ensure that their learning objectives are realistic and that success is achievable. Teaching assistants should offer support to the child and go over the task as many times as needed for the child to understand.
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