Structured teaching approaches
Structured teaching approaches are teaching strategies designed to support autistic students. These approaches take into account common autistic traits and can be adapted to each specific
autistic student.
Dyslexia
Dyslexia is a learning difference that impacts the processing of language, such as word reading and spelling. Common strengths of those with dyslexia are problem solving, creative skills, interactive skills, oral skills and design (BDA, 2010).
Sensory diet
A “sensory diet”, first coined by Occupational Therapists Wilbarger and Wilbarger (1991), is an individualised plan of physical activities which aim to support a person’s sensory needs.
Regulate, Relate, Reason
To help an anxious or vulnerable child to learn, think and reflect when they are dysregulated, we need to intervene in a simple sequence:
Reciprocal Reading
The Reciprocal Teaching Method, developed by Palincsar and Brown is an effective form of comprehension strategy instruction. Children learn to read strategically by partnering with teachers and mentors who demonstrate and make explicit the thinking processes used to construct meaning from text.
Precision Teaching
Precision teaching is a structured teaching method that’s designed to improve the accuracy and fluency of reading, spelling and maths (however can be used in other subject areas).
PERMA
The PERMA model was originally developed by Martin Seligman in 2011; a 5-strand model for happiness and well-being which can be applied to help us thrive and flourish. It allows adults
working with young people to support wellbeing by focussing on strengths rather than difficulties.
Paired Reading
Paired reading is an effective, evidence-based method of helping children progress in their reading. This intervention can be used with a child of any age to improve their reading fluency and comprehension skills. It involves a combination of reading together and the child reading independently.
PACE approach
PACE is an open and engaged approach for children who have experienced trauma, designed to promote safety, develop trust and enhance understanding and regulation of emotions.
Metacognitive strategies
Metacognition approaches to teaching aim to support pupils to think about their own learning and the learning process; teaching them strategies for planning, monitoring and evaluating their learning. Many have described this as “thinking about thinking” or “learning to learn”.
