ABSTRACT
To encourage concentration, differentiated and age-appropriate work is vital, together with teacher delivery, pace and knowledge of the subject. An understanding of learning styles will enable teachers to vary the delivery methods and thus promote inclusion. In every teaching environment there is still a need to have available a variety of strategies and arrangements. Routines, visual and verbal reminders, proximity and voice modelling will all contribute to maintaining levels of concentration. Frequent failure amongst students to complete set activities or tasks can lead to low-level (sometimes high-level) disruption and is often indicative of poor concentration. This can result in teacher frustration and lack of achievement by the students concerned. When attempting to improve concentration skills, it is very tempting to expect the student alone to make all the changes. Individual Education Plan targets and arrangements are often designed to focus purely on the behaviour of the student.
