HELPING AN SEN STUDENT WITH THEIR HOMEWORK TO DO NOT TO DO Create a quiet and organised workspace (no phones, TV, music; all tools such as books and notebooks must be available). Read the assignments together, reformulate the instructions in a simple way and break down the activities. Use support tools such as concept maps and digital tools (e.g. reading and writing software). Establish a timetable for homework by scheduling short and regular breaks (for example, after 25-30 minutes of work, a break of 5-10 minutes). Provide emotional support. Recognise efforts, not just results. Understand what the strengths and weaknesses are. Involve teachers and specialists and create a support network that allows a shared understanding of the student's needs. Personalise the approach based on specific difficulties, for example: dyslexia: use of audiobooks, voice readers and text-to-speech software, short and simple texts; ADHD: use of visual timers for short work sessions, structuring activities, minimising distractions, possibility of moving while working. Teach study strategies and help the student learn to organise their work and manage time independently. Don't do the work for the student: it decreases the student's self-esteem and decreases the growth of skills. Don't overload the student with too much information at once. Don't make comparisons with other students. Don't use overly complex language. Don't skip the comprehension phase: before proceeding, make sure the student has understood. Don't be impatient. Don't ignore the student's specific difficulties. Role-play PROBLEM A student has to face abstract tasks AIMS Make a scientific concept accessible and understandable to an SEN student using simple language, visual analogies and an interactive and reassuring method Location: student s house Characters: student and tutor Case-study: A tutor helps a 13-year-old SEN student understand what a cell is during his science homework. The cell is an abstract scientific concept, and the tutor uses concrete examples and analogies (e.g. cell as a "city" or nucleus as the "brain" of the cell) to make it easier to understand. EXERCISE 1 Location: study room of a library Characters: ADHD student and tutor Case-study: the tutor helps the student understand fractions using the example of pizza. He asks where he has difficulty, praises the student, structures the time with pauses, uses simple and practical language to make the topic clearer and less difficult. EXERCISE 2 368 extra