This document provides a checklist of potential adjustments for a student with physical disabilities and autism spectrum disorder across various areas including reading, writing, mathematics, assessment, classroom, speech and language, behavior, content delivery, resources/equipment, school environment, and planning. The adjustments are intended to support the student's level of adjustment in class and have been developed in consultation with parents/carers.
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This document provides a checklist of potential adjustments for a student with physical disabilities and autism spectrum disorder across various areas including reading, writing, mathematics, assessment, classroom, speech and language, behavior, content delivery, resources/equipment, school environment, and planning. The adjustments are intended to support the student's level of adjustment in class and have been developed in consultation with parents/carers.
This document provides a checklist of potential adjustments for a student with physical disabilities and autism spectrum disorder across various areas including reading, writing, mathematics, assessment, classroom, speech and language, behavior, content delivery, resources/equipment, school environment, and planning. The adjustments are intended to support the student's level of adjustment in class and have been developed in consultation with parents/carers.
This document provides a checklist of potential adjustments for a student with physical disabilities and autism spectrum disorder across various areas including reading, writing, mathematics, assessment, classroom, speech and language, behavior, content delivery, resources/equipment, school environment, and planning. The adjustments are intended to support the student's level of adjustment in class and have been developed in consultation with parents/carers.
Primary Disability: Physical Level of Adjustment: QTP Have Parents/Carers been consulted regarding Teacher: adjustments? Consultation examples include: Phone calls, learning support team meetings, parent/teacher night, letters from specialists and doctors, communication book, diary entries, conversation records, minutes of meetings, photographs, video recordings, documented observations etc. Reading Adjustments Writing Adjustments High interest instructional level reading materials, Personal spelling dictionary including multimodal texts Activities to reinforce spelling words eg: flash cards, Highlight the key information lists on the students desk Reduce content to include only vital information Word banks eg: sight/theme words Provide key words with picture cues Provide reference material/work samples Pre-teach special/technical vocabulary Divide paper into clearly marked sections Provide a sound chart eg: Best Start Chunk Chart Scaffolds with model sentences Have the student read independently each day Sentence starters Use large type Graphic Organisers Provide buff/blue/coloured paper instead of white Cloze exercises or multiple choice questions Provide more oral feedback than written Teach memory strategies Use a ruler to help track lines of text Reduce length of writing task A reading strategy desktop prompt Allow a scribe Use group work/peer based learning strategies Use alternatives to demonstrate learning eg: oral explanation, PowerPoint etc Other: Other: Mathematics Adjustments Assessment Adjustments Highlight maths symbols/keywords Extra time/break time Visual supports eg: number line, hundreds chart Assessment on coloured paper Varied manipulatives eg: counters, Unifix Enlarged print Daily drill activities eg: ten frames Use oral testing Reduce the number of activities/math problems Use of a reader Draw pictures to illustrate maths problems Use of a scribe A calculator to check answers to maths problems More time to complete a task Other: Conduct assessment in quiet room Classroom Adjustments Pictorial prompts to support comprehension Seating eg: closer to the teachers, board etc Attempt and complete fewer activities/tasks Establish class rules and review often Practice taking similar test questions Use a visual timetable Permit student to use word processing Stand near student when giving instructions Other: Seat student near the teacher Additional Support Programs/Learning Assistance Assign student to low-distraction area Learning & Support Teacher LAST Seat student near positive peer models EAL/D Teachers Extra workspace School Learning Support Officer SLSO Consider sensory needs including noise Reading Recovery Program Colour coding for group organisation Outside Support Agency Clear desk between tasks of unessential items Norta Norta Tutor Arrange classroom for visibility and movement Multilit Program Finished box Minilit Program Consider sensory issues including noise Itinerant Teacher Other: School Counsellor Peer Tutoring/support Parent Tutor Other: Adjustment Checklist Autism Spectrum Disorder Adjustments Speech & Language Adjustments Visual timetable & visual supports Additional modelling and concrete examples Autism Spectrum learner profile A sensory/fidget toy during whole class listening Use a feeling chart/emotional thermometer activities eg: Squeeze ball Set up a home/school communication book Choral reading with a peer Repetitive routines & activities Send home materials to preview Social stories/scripts which explain to the student Checklists for sequencing and completing tasks how to interact in specific situations Other: Use specific praise Use the students name at the start of a sentence Resources/Equipment Seat the student close to the board/teacher IPad, ICT, assistive Technology Use explicit, systematic instructions Sensory Aides eg: cushions, fidget toys etc Break tasks into small achievable steps OT resources pencil grips/other Have a particular time of day when the child can Slope boards talk about isolated interests Blue paper Use students favourite activities to motivate Magnified overlay More time to process verbal and visual information FM Transmitter, hearing device Provide breaks eg: book corner, have a drink, timer Concrete learning materials Use sensory/fidget toys to improve concentration Wheelchair accessible desk Teach social skills Modified furniture Use a token chart to target behaviours IWB Coloured background Other: Visuals/communication cards Other: Behaviour Support Adjustments Establish classroom rules and refer to them often School Environment Consistent routines and structure Ramps/handrails Give available choices and logical consequences Disabled facilities Teach the student ways to gain self-control eg: Quiet / timeout area eg: library, playground count to ten, talk with a teacher etc Gates/rooms locked Communicate with parents eg: face to face, SLSO on playground communication book Other: Provide constant, positive reinforcement for appropriate/on task behaviour Planning Give clear, short instructions one at a time Health Care Plan Inform changes to the routine ahead of time Partial enrolment/negotiated attendance Use a voice level chart Learning & Support team minutes Praise a particular students behaviour to prompt Integration meetings others Personalised Learning Support Plan (PLSP) Other: Personalised Learning Plan (PLP) Differentiated learning Content & Delivery Adjustments SMART goals State learning outcomes at the start of the lesson WALT (What are we learning today?) & WILF (What am I looking for?) Risk Assessment Alert student by using their name when new or Behaviour Management Plan important information is going to be introduced OOHC Plan Chunk content and tasks into achievable steps Individual /visual timetable Visual aides with oral presentation Excursion planning Explicit instruction I do, we do, you do Individual/visual timetable Random student selection (names out of a hat) Visual prompts/displays Highlight instruction/key words Social stories Acknowledge effort no matter how small Autism Spectrum Planning Matrix Reward effort more than achievement Other: Ask student to repeat instruction Remind student to stay on task Sign: Give specific and timely feedback eg: well done using your number line to solve the addition problem Date: Other:
