- General Teaching Strategies
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- Subject Specific Strategies
- - this link takes you to subject specific strategies relating to this challenge
- General Learning Activities
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Characteristics of Organisational Difficulties Impacting on Learning and Teaching
For some students, the transition into Higher Education can be more difficult than it is for others. Students need to learn organisational skills in order to manage their timetable and their workload. Students who find this difficult may find themselves under unnecessary stress which can further exacerbate their difficulties. In addition to managing their workload, some students may experience difficulties settling into University life and organising their independent living either on or off campus.
These strategies are suggestions for inclusive teaching. This list should not be considered exhaustive and it is important to remember that all students are individuals and good practice for one student may not necessarily be good practice for another. You may also like to contact the Disability Specialist in your institution for further information. If you have any good practice that you would like to add to this list, please email your suggestions to email@example.com
- Teaching can be enhanced greatly by the use of visual aids but they need to be clear and precise.
- Make copies of visual aids available to the student in electronic form if this is requested. Number the overheads and slides, numbers should be referred to during the teaching session.
- Use visual schedules and calendars.
- Encourage the habit of using other kids of individualised aids, e.g. diary, personal dictionaries, audio instructions on personal stereo, topic-based vocabulary lists, number aids, etc.
- Help students to use to do lists and checklists.
- Have a clear identifiable person that students can go to for support with organisational issues.
- Support for the organisation of clothes, laundry, keeping track of meals, tickets, nutrition, etc. may be required in certain cases.