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Talk through the "I like/ I don’t like" board with the child. Start with a picture of food – as most children have clear ideas about what foods they like and dislike! Choose a food picture and show the child, asking "X, do you like broccoli?" Attach the picture to the correct side of the board, depending on the child’s response. Once the child has responded for 6-8 pictures, review...
1. Lay the word "is" on the table in front of the child. Put the word "the" to the left of this, with a gap in between them. Check that the child can read both words; 2. Put one of the noun cards into the gap between the words "the" and "is"; 3. Put one of the adjective cards after the word "is"; 4. Read the sentence to the child (e.g. "the monster is green"); 5. Encourage the child to make up...
Work in an environment that has as little visual distraction as possible. Talk to the person and attract their attention by moving around the flashing light or other object. Once the person is looking at the item establish visual tracking (move it around a little so that they can follow it with their eyes). When visual tracking is established bring the item up towards your eyes so that the...
1. Use any toy which you need to post or press a key or push a part to make something happen e.g. rolling marbles down a kitchen roll holder, catching fish with a magnet and putting into a pond, press a button and the toy pops up. Set the toy up and take turns to have a go. 2. Play round and round the garden type games. Start the game and pause before the exciting end part and wait for the child...
This is a list of some sources of information, support and resources in the UK. You can edit this page, or you could create another page for organisations in your country.
1. Sit in the kitchen at an empty table and say you want to make a cup of tea - but you don't know what to do (or have forgotten what to do); 2. See if the person suggests getting something - e.g. teabag or cup. If the person suggests something, e.g. teabag, ask where you can find it. See if they can tell you - e.g. "cupboard" - but if not, give then some suggestions - e.g. "in the cupboard or in...
Explain that you are going to talk about what words such as “first”, “second” and “third” mean. Ask the child to write the numerals 1-10 in order one below each other. Explain that when something is in “number one place”, we say it is ‘first’ etc. Show the child how to write the words “first”, “second”, “third” and so on. Show them how to change the numeral by adding ‘st’, ‘nd’, ‘rd’ or ‘th’ (...
Ideas you can use to help word learning - you do not need to use all of them, and some will work better than others for different children. 1. Introduce the written form of the word; 2. Say the word to the child and ask for repetition; 3. Ask the child to clap syllables on your or their hands, use prompting if necessary. Or alternatively they could tap the syllables out on pictures of drums (say...
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