Global developmental delay (GDD) is thought to affect between 1 and 3 per cent of the population, and yet the condition is not widely understood.

It is diagnosed in children who experience significant delays in development in several of the following areas: motor skills (crawling and walking); fine motor skills; language and communication; understanding, communication and social skills; and problem solving.

These areas are connected to a range of different skills in schools. So, what can teachers do to best support children who have been diagnosed with GDD?

In-class support for global developmental delay

Some children with GDD experience processing difficulties, poor memory recall and cognitive overload. This can be effectively planned for through scaffolded tasks, consistent modelling (including verbal and written instruction), alongside frequent and bitesize memory games.

Teachers should avoid putting pupils on the spot and asking for an immediate response. Instead, perform a prior check-in with them and provide the question in advance, before addressing them in front of the whole class.

When seeking the pupil’s attention, cue them by using their first name and establishing eye contact. It’s also important to demonstrate patience and work to develop a secure and trusting relationship with the pupil.

In addition, you need to consider their seating position within the classroom. There are several things to bear in mind here. The selected position should:

• Limit distractions from noise, windows, doors and other pupils.
• Be in clear sight of the board and teacher.
• Be accessible for the teacher to make regular check-ins and to offer prompts.
• Provide easy entrance and exit routes to the classroom door.

When it comes to teaching approaches, there are plenty of tools and methods that can help pupils with GDD to succeed. These include:

• Consistent modelling and pre-teaching of key vocabulary.
• Providing topic overviews, with revision materials.
• Consistent modelling of written work.
• Chunked tasks.
• Scaffolding.
• Verbal feedback (recorded where possible).
• Co-produced passport and/or individualised education plan, completed with support from the special educational needs and disabilities team.

It can be useful to provide digital copies of resources to help pupils overcome any organisational challenges.

Interactive tools and assistive technology also have the potential to help develop pupils’ independence. For this to be effective, the use of these technologies should be embedded as common ways of working.

For example, using computer readers can be hugely beneficial for repeating work back, and replaying instructions and questions. Voice-to-text software is also useful, but a human scribe would be more beneficial, where possible, as a person can challenge pupils’ responses to expand their thinking.

In exams, it is likely that you can apply for additional time for pupils with GDD, and usually beyond the standard 25 per cent. However, consider applying this same “additional time” requirement for these pupils in all environments. Rest breaks will be key and should be structured into assessment routines.

Support for GDD beyond the classroom

However, support for pupils with GDD must go beyond the classroom. These children may experience difficulties with social skills and interacting with their peer group.

Ongoing support can be provided by targeted interventions, such as social communication groups, the Zones of Regulation, LEGO therapy, working with an emotional literacy support assistant and, most importantly, regular mentoring sessions.

These can be used to discuss interactions across the day or week and to build on the key messages and strategies being deployed during interventions so that messages stay consistent.

Be aware that social understanding with peers takes a considerable amount of time to develop. Full immersion in school activities should always be encouraged, but strategically timetabled, to ensure recovery and processing time, and to avoid overload.

Finally, a close working relationship with parents is crucial as this will make a significant difference to the support parents can offer at home. Reward programmes can be used effectively to provide higher levels of motivation and engagement, especially if tied to strengths and interests. Make goals short term and agree them in discussion with the pupil and their parents.

Simon Tanner is a former Sendco and now national director of SEND for E-ACT multi-academy trust; a member of Liberty Academy Trust; and co-chair of the MAT SEND Leaders’ Network with Dr Nicola Crossley