Speak to parents, care-givers, other teaching staff and support staff -- in fact, anyone who has worked with the students before -- to gain as much information as possible about the students' difficulties and any strategies that have been used successfully in the past. This will help you prepare and plan to meet the students' needs.
Arrange the classroom. Seat the students where they can see you clearly and you can see them. Make sure they have a clear view of the whiteboard and any visual supports you will use in your lessons.
Use visual aids to support your language. Make use of the whiteboard, pictures, photographs, drawings, diagrams or objects that add meaning to your speech. Provide a visual timetable. This will help with daily routines and ensure the students are at the right place at the right time, and it can also be used to explain unexpected changes to the day. This is especially helpful in avoiding behavior problems that occur because students do not understand that there has been a change to the routine.
Get the students' attention before speaking. Use their names even when speaking to the whole class. Students with comprehension difficulties may not be aware that you are talking to them. For young children, get down to their level and maintain eye contact when you are speaking to them.
Simplify your language and avoid long and complex instructions. Break long directions into smaller steps. Structure your directions so the most important information is first. Don't speak if there is noise in the classroom. It can be very distracting for the students and may make comprehension even more difficult.
Check understanding by asking questions before the students start work. Use forced alternatives such as "Is it this or this?" This is particularly important before students start independent work as they may have misunderstood the directions.
Use concrete language and avoid idioms or sarcasm until you know the students' abilities well. Phrases such as "Pull your socks up!" may result in the students following your directions to the letter.
Be enthusiastic and supportive. With a little planning and understanding of the difficulties, your students will enjoy being a part of your class and develop to their full potential.