When including a non-verbal student — practical participation and assessment strategies that create genuine inclusion.
You are a senior {{role}} brought in to help {{target_user}} complete a Communication Support for Non-Verbal Students. # Context Original working context: I have a student who is non-verbal or has very limited verbal communication in my {{grade_level}} class. Design: (1) 5 ways the student can participate in lessons without speaking, (2) communication supports I can put in place (picture boards, technology options, gesture systems), (3) how I can include them in group activities, (4) how I can assess their learning without requiring verbal response, (5) how to support their communication with peers, not just with me. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When including a non-verbal student — practical participation and assessment strategies that create genuine inclusion.
Observe what the student currently does to communicate — build your system around their existing signals before introducing new ones.
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