Module 1: Instructional Planning and Strategies

Talking to Students

When talking to or when giving instructions to a student with complex needs, first say their name and wait until you have their attention before speaking. Pause frequently to give them enough time to process what’s been said. Wait at least 10 seconds for them to process what’s been said and to respond.

Use short sentences and simple vocabulary. However, don’t omit the smaller words like “it” or “to” when trying to shorten your sentences. If you omit the small words, you may distort the normal intonation. Intonation is important for comprehension. Rather, emphasize a few key words. For example, instead of saying, “Dale, do you want to choose a book?” say “Dale.” Wait for a response. Then say, “Do you want to choose a book?”

To understand what is expected, some students require information to be delivered in a variety of ways, so use multiple modes when speaking to them. For example, if the student understands some sign language, sign and talk to them at the same time for better comprehension. Similarly, if a student is learning to use AAC, comprehension can be achieved by pointing to key words on their communication board when speaking to them. Modelling communication has the added benefit of demonstrating how they can use signing or AAC to “talk” to you.

Play-by-play commentating assists students with visual impairments to understand what is going on. Hearing their communicative partner describe what is happening as it’s happening gives them the bigger picture.

Using positive language is a respectful practice (for example, no “baby talk”). Be aware of your intonation and the vocabulary you use. Model positive language for others in the school, including staff, classmates, and other students.

Another respectful practice is to request consent when coming into a student’s personal space. One example of this is personal health routines:

  1. Say their name
  2. Wait until you have their attention
  3. Tell them what’s coming up next and wait for their consent

It is important to teach the student how to grant consent in an accessible, quick way, such as by a hand signal, sign, or a simple communication board.