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.