The first stage of the teaching, learning and assessment cycle is to identify learner’s needs. This is essential as “most people learn in different ways, known as learning preferences, what suits one learner might not suit another.” (Gravells, 2014, p. 38) Some students require adjustments and allowances for their particular needs, for example, I have a student with autism who requires a support worker.

Before the course begins one must identify the needs of students, often done with a questionnaire. Students are interviewed before starting a course, an ideal opportunity to identify and discuss any adjustments required during the course. Whilst teaching there will be students with particular requirements, examples include:

Health and disabilities

I must be aware of their disability and be willing to make amendments and adjustments to suit their particular needs, e.g. I have a student with poor eyesight who needs to sit closer to the board and has larger font handouts. Had I not been aware of this student’s disability they would have struggled to keep up with the class material due to not being able to see the content fully.

Language barriers

While teaching a group of Chinese students I used clear and concise speech while speaking slowly to give students adequate time to understand me, as well as understand the course material. More written material was included as non-English students often find reading easier to understand than listening to English. I used imagery, diagrams and demonstrations to show students what I was describing.

Gravells, A., 2014. The Award in Education and Training. Exeter: Sage Publications Inc..

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