Supporting SEND and EAL Learners: Top 6 Strategies for Adaptive Learning

In the UK, we have over 1.7 million school students with Special Educational Needs and Disabilities (SEND). Our belief is simple: lessons should be accessible to all children, regardless of their needs or abilities. From planning to homework, we’re paving the way for all parts of the teaching cycle to support adaptive learning for SEND and English as an Additional Language (EAL).

For new teachers getting to grips with SEND lesson planning in the UK, and experienced teachers who want to keep their classroom evolving, we’ve put together the top 6 strategies for differentiating lessons to support all abilities. Let’s dive straight into it.

Key Takeaways

• More than 1.7 million students in the UK have SEND, and lessons should be accessible to all.
• Using SEND-friendly resources like screen readers, text translators, grammar support, and adjustable reading levels helps create an inclusive classroom.
• Providing opportunities for dual coding with visual, audio, hands-on tasks, and scaffolded text gives every student a way to engage.
• Breaking lessons into smaller steps makes complex topics easier to manage and helps build confidence.
• Encouraging collaboration through peer support, modelling, and group activities creates a classroom culture where all students feel involved.
• Assigning tasks based on individual progress ensures learning is personalised and students work at their own pace.
• Regular communication and clear, supportive feedback help SEND and EAL students stay motivated and confident.
• Propello provides free, exam board-aligned resources to support teachers in making lessons more personalised and inclusive, whilst keeping aligned to the exam board specification.

1. Use SEND-Friendly Curriculum Resources

The tools and resources you use in the classroom should be accessible to all students, regardless of abilities or language barriers. This creates a more inclusive learning environment, and one where each child is empowered to join in with the lesson and can make progress alongside their peers.

When designing Propello, our teachers were determined to create SEND-friendly curriculum resources. We’ve added features like a screen reader and built-in text translators, ensuring that everyone can access and understand the units, quizzes, and activity sheets. There are also options for grammar support, and each unit can be adjusted to suit different reading levels for better comprehension across the classroom.

All of our SEND support tools for teachers are available under one roof, too. You don’t need to switch between multiple different sources or change resources for individual students. At the touch of a button, everyone in your class can access the same engaging, interactive worksheets, meaning that no child is left out.

2. Introduce Dual Coding to the Classroom

You’ll notice when working through Propello resources that we don’t stick to one format. Instead, we incorporate small chunks of text, images, diagrams, and videos into all of our units, following an accessible teaching strategy known as dual coding.

Dual coding involves blending both visual and verbal elements when teaching. Developed by Allan Paivio in 1971, it’s based on the knowledge that brains are more efficient at processing information when multiple senses are used at the same time. In the classroom, it enhances learning differentiation for a more inclusive space.

For SEND and EAL students, dual coding offers a more accessible approach to comprehension. Clear visuals can reduce the cognitive load when processing text or language, making lessons easier to follow and less draining. For students who struggle with language comprehension, images also help clarify meaning when vocabulary is unfamiliar or you’re dealing with complex topics.

A common example of dual coding in action is when posing maths questions to students. Rather than handing out sets of figures, they’re given real-life scenarios with clear visuals, like a woman holding two apples, eating one, and then holding out the remaining apple. Students aren’t just looking at “2-1=?”, but instead are given a visual representation of the equation that they’ll process differently, and which can be far more accessible for SEND and EAL students.

In the classroom, implement dual coding by:

• Using diagrams, charts, and relevant images in presentations
• Encouraging verbal discussions of topics
• Using physical props and examples

By weaving these elements into your lessons, you can improve the learning experience for all of your students, regardless of abilities. 

3. Break it Down into Steps

When carrying out SEND lesson planning in the UK, split topics into smaller chunks. This is an approach we’re fully committed to, with each of our KS3 and GCSE units made up of a series of smaller, more manageable worksheets that are far less daunting than huge workbooks.

We follow the scaffolded learning strategy, which we briefly mentioned above. In this system, smaller tasks follow on from each other to create a complete lesson.  For instance, when studying map skills, students can work through 4 separate lessons, with Kahoot quizzes and activity sheets used in between segments to help them absorb the knowledge they’ve learned and help you, as a teacher, track their progress. Each worksheet or activity builds on the previous one, giving students the confidence to progress without feeling overwhelmed.

4. Encourage Collaboration and Peer Support

Incorporating opportunities for collaborative learning can help students build confidence and share knowledge. Collaboration helps students build confidence and share knowledge, all while feeling part of an inclusive learning community.

For SEND and EAL learners, peer-to-peer support can make a huge difference in their classroom involvement and engagement.

Encourage peer support and collaboration by:

• Setting up a pairing system: Pair SEND and EAL students with supportive students who are willing to help them learn. They can talk through ideas, practice vocabulary, and have a friend by their side to speak out for them in the classroom. As a teacher, it isn’t always easy to check that everyone’s getting involved, but the buddy system makes it less likely that a student will be left out.
  
  
• Trying peer modelling: This involves asking some of your students to demonstrate a task or activity before handing it over to the rest of the class. It’s a more relatable and encouraging approach, particularly for students who feel anxious about taking on tasks independently. Watching a peer go first can give them the confidence to try and help them better understand what they’ve been asked to do.
  
  
• Arranging group activities: Independent learning doesn’t work for everyone. Be sure to add the option for group work throughout your lesson plan, and encourage students to learn from each other.

Collaboration comes down to the culture you create in the classroom. When students know they can discuss tasks and ask each other questions, they’re more likely to embrace a teamwork mentality. 

5. Assign Tasks Based on Individual Progress

A crucial aspect of adaptive learning for SEND is personalised teaching. Of course, in a room of 20+ students, this isn’t always easy, but it’s important you find ways to tailor your lessons to suit all of your students.

With Propello, we’ve made sure you can track the progress of individual students. Monitor their scores for tasks and quizzes, and how much of the unit they’ve covered. The idea here is that, with individual insights, you can tailor their next tasks based on personal progress and not the progress of the entire classroom.

Once you’ve checked in with a student, assign them resources directly through Propello. This might be a unit you think they need consolidation, or an activity sheet that will stretch and extend them. The work is sent directly to them for a discreet system that allows all students to work at their own pace.

6. Maintain Regular Communication

Working with SEND and EAL students should be collaborative. Alongside checking in with their Propello progress, make sure you’re talking to students about how they’re finding the units. When giving feedback, use clear and supportive language.

Some students might find it helpful to receive feedback in written sections, with bullet points of what they’ve done well and clear, manageable steps for what to do next. Others may prefer one-to-one conversations, with visual cues helping them to better understand your points. Whatever their preference, tailor how you communicate to ensure feedback is accessible to all students.

Remember to celebrate hard work, too! This is so crucial for building confidence and creating an environment where students of all abilities want to learn. You can never underestimate the power of positive and constructive feedback.

Access Free SEND Support Tools for Teachers

Propello gives you access to a huge range of SEND-friendly curriculum resources for subjects including science, history, and geography. It’s also free to use, making it a great resource for schools looking to differentiate their lessons and boost accessibility.

Create an account today and gain access to free KS3 and GCSE learning resources.