Science at KS3 - hearing impairment and dyslexia

The challenges and suggestions at this level are the same as for Key Stage 1 and Key Stage 2.

Science at KS3 and hearing impairment

Also get advice from a teacher for hearing impaired children. Consult audiologist reports or seek other advice when studying ‘sound’ in science as there are implications for the pupil.

As pupils become older they become more aware of differences and so it is important to be sensitive to the pupil’s hearing impairment without drawing attention to their needs. Supporting teaching with clarity of instructions and hand-outs with illustrations to aid understanding will benefit all pupils.

Science at KS3 and dyslexia

At KS3 there are more requirements for recording, writing and researching, which the dyslexic pupil is likely to find difficult. The increased use of charts and graphs, making measurements and mathematical input are also a challenge.

The pupil may feel inhibited from sharing their scientific ideas because of the terminology they will need to remember. This may deter them from participating in class.  Be sensitive to difficulties the dyslexic pupil may have in reading, pronouncing, learning and correctly retrieving new vocabulary, despite them having good scientific concepts.

You can:

• Use hand-outs with key facts, presented simply and relevantly.
• Avoid making the pupil write facts from the board, especially if they will be dependent on these in assessments.
• Use colour-coding for different aspects of science, such as purple for facts, yellow for suppositions, orange for results, blue for information. Or try hand-outs on different coloured paper for different topics.
• Help the pupil read measurements – dyslexic children find reading from one line to another difficult, as in measuring, or reading across charts and graphs. It may help them to use a ruler along a line to keep them on track.
• Allow time for processing information, instructions or questions and responding. Be very supportive of genuine efforts.
• Be flexible about how the pupil records their work, as in KS1 and KS2.
• Recap key concepts before moving on.