This document outlines strategies for inclusion in three areas: environmental, instructional, and curriculum. Environmentally, it suggests establishing routines, clear rules, choice boards, and reducing distractions. Instructionally, it recommends using checklists, preparing students for lessons, explicit teaching, and multi-modal directions. For curriculum, it advises considering universal design principles and making adjustments to ensure all students can access content through varied means of engagement.
This document outlines strategies for inclusion in three areas: environmental, instructional, and curriculum. Environmentally, it suggests establishing routines, clear rules, choice boards, and reducing distractions. Instructionally, it recommends using checklists, preparing students for lessons, explicit teaching, and multi-modal directions. For curriculum, it advises considering universal design principles and making adjustments to ensure all students can access content through varied means of engagement.
This document outlines strategies for inclusion in three areas: environmental, instructional, and curriculum. Environmentally, it suggests establishing routines, clear rules, choice boards, and reducing distractions. Instructionally, it recommends using checklists, preparing students for lessons, explicit teaching, and multi-modal directions. For curriculum, it advises considering universal design principles and making adjustments to ensure all students can access content through varied means of engagement.
This document outlines strategies for inclusion in three areas: environmental, instructional, and curriculum. Environmentally, it suggests establishing routines, clear rules, choice boards, and reducing distractions. Instructionally, it recommends using checklists, preparing students for lessons, explicit teaching, and multi-modal directions. For curriculum, it advises considering universal design principles and making adjustments to ensure all students can access content through varied means of engagement.
Environmental: When, Instructional: How is it taught? Curriculum: What is
where and who taught? ¨ Provide an established ¨ Use checklists for following procedures, ¨ Consider principles daily routine organisation and completing tasks of Universal ¨ Provide clear rules and ¨ Advise children of upcoming events – Design for consistent use social stories or cognitive rehearsal Learning enforcement to prepare for transitions ¨ Consider ¨ Use of choice boards ¨ Provide an overview of lessons prior to environmental and ¨ Use of colour coding or learning experiences instructional pictures for class ¨ Use set, explicit learning intentions and adjustments prior organisation of items success criteria – make this known to to curriculum ¨ Reduce auditory and children adjustments to visual clutter ¨ Pre-teach topic specific vocabulary enable access to ¨ Declutter work spaces ¨ Gain attention and alert children prior the same content ¨ Preferential seating to expressing key learning concepts ¨ Provide multiple ¨ Use of class or ¨ Provide clear, explicit and concise means for personal visual directions prior to the commencement engagement timetable of tasks providing ¨ Use a work caddy ¨ Provide written or visual supports to repetition with ¨ Utilise a ‘take a break’ accompany any verbal instructions variety centre ¨ Provide visual scaffolds to support ¨ Use different ¨ Consider lighting/glare comprehension of worded problems content with in ¨ Provide sensory ¨ Use visual aids such as charts or graphs the same learning activities/experiences ¨ Break assignments and tasks into area ¨ Additional personnel, segments ¨ Alternative buddies and peers ¨ Provide hands on, concrete experiences content for IEP ¨ Use of assistive and resources before introducing goals. technology abstract concepts ¨ Monitor the rate at which material is presented ¨ Paraphrase information ¨ Highlight key concepts ¨ Use simple sentence structure ¨ Provide immediate, specific feedback for learning ¨ Demonstrate how new material relates to previously learned skills and concepts ¨ Frequent check-ins or conferences to monitor progress ¨ Set time limits for specific tasks ¨ Include sensory activities or breaks as appropriate ¨ Enforce the prompt, level, verbal, visual, gestural model ¨ Improve readability of texts – reword text when required ¨ Allow additional time to complete tasks ¨ Use graphic organisers to support planning and assist working memory.