Elements of special provision
This chapter discusses the elements of special provision considering each disability in relation to different disorders and disabilities. Regarding students with learning disorders and for developmental coordination disorder the emphasis is on developing the impaired skill and knowledge, and component or underlying skills. Activities allowing the purposeful use of reading, writing and mathematics are important. For students with developmental coordination disorder, support may be necessary in lessons where coordination is highlighted. Cross-curricular planning helps to embed skills and knowledge and to ensure their application. Curricular provision for disorders of conduct may include the flexibility to respond to students who miss schooling, for example because of being excluded. Concerning students with communication disorders of speech, grammar, comprehension, semantics and pragmatics, the curriculum prioritises support and practice in real-life contexts for the difficulty concerned. The curriculum for students with mild intellectual disability is subject-based. For learners with hearing impairment, the content of programmes of study and related assessment covers typical subjects.