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Games are one of the most effective ways to support both SEND and EAL learners because they reduce anxiety, increase engagement, and make language learning fun! Structured games also offer additional benefits for SEND learners by encouraging attention, turn-taking, and understanding routines. Visual rules, simple instructions, and predictable formats also help reduce cognitive load whilst keeping learning active and inclusive.
Tip or Idea: Games don’t have to just be played at desks. Think about ways to allow learners to be active, too! Try using outdoor areas like the school field; use a ball to throw and catch when taking turns speaking; or try placing words and picture cards around the room for learners to find and match.
Learning Village resource: Games are not just for younger learners. Our resource Group Games using Multiple Learning Styles includes fun ideas such as Agent ALFA. In this game, learners work in teams to solve a mystery by collecting and decoding clues that help them identify the undercover double agent (Agent ALFA).
SEND learners, particularly those with speech and language difficulties, can find comprehension more challenging for a range of reasons. Understanding of subject-specific vocabulary and inference can be difficult areas for some learners.
Tip or Idea: Start simple! Use single images or short sentences and talk about what is happening. Can your learner relate this to an experience they have had themselves?
Sensory needs (considering lighting, noise, textures, smells etc.) are now being seen as a central part of school design. It is widely recognised that overwhelming environments can block learning or trigger distress. Each learning environment presents its own opportunities and challenges to reducing sensory overload. Luckily, there are lots of small changes that can make a big difference to your learners!
Understanding the needs of your learners is essential. Learners who use English as an additional language may also have additional learning needs, and sometimes separating language needs from learning needs can be challenging. Assessment results and classroom work offer some insight; however, taking the time to carefully observe your learners’ behaviours can provide a deeper appreciation of their needs. This can help you consider necessary adjustments or interventions, or support further assessments of specific SEND needs.