Inclusion in action:
Environmental: When,
where and who
¨ Provide an established
daily routine
¨ Provide clear rules and
consistent
enforcement
¨ Use of choice boards
¨ Use of colour coding or
pictures for class
organisation of items
¨ Reduce auditory and
visual clutter
¨ Declutter work spaces
¨ Preferential seating
¨ Use of class or
personal visual
timetable
¨ Use a work caddy
¨ Utilise a ‘take a break’
centre
¨ Consider lighting/glare
¨ Provide sensory
activities/experiences
¨ Additional personnel,
buddies and peers
¨ Use of assistive
technology
Instructional: How is it taught? Curriculum: What is
taught?
¨ Use checklists for following procedures, ¨ Consider principles
organisation and completing tasks of Universal
¨ Advise children of upcoming events – Design for
use social stories or cognitive rehearsal Learning
to prepare for transitions ¨ Consider
¨ Provide an overview of lessons prior to environmental and
learning experiences instructional
¨ Use set, explicit learning intentions and adjustments prior
success criteria – make this known to to curriculum
children adjustments to
¨ Pre-teach topic specific vocabulary enable access to
¨ Gain attention and alert children prior the same content
to expressing key learning concepts ¨ Provide multiple
¨ Provide clear, explicit and concise means for
directions prior to the commencement engagement
of tasks providing
¨ Provide written or visual supports to repetition with
accompany any verbal instructions variety
¨ Provide visual scaffolds to support ¨ Use different
comprehension of worded problems content with in
¨ Use visual aids such as charts or graphs the same learning
¨ Break assignments and tasks into area
segments ¨ Alternative
¨ Provide hands on, concrete experiences content for IEP
and resources before introducing goals.
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.