Date
19 January 2020

​​Support organisation

Suggestion for implementing the strategy ‘Key areas to support’

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Support organisation with visuals

Support organisation with visuals

Use visual strategies to support independence.

 

  • Label key areas of the classroom and resources with visual and text labels.
  • Use charts, visual calendars, colour-coded schedules, visible timers and visual cues to increase students’ ability to predict regular activities, transitions between environments and activities and changes in discussion topics.
  • Break tasks into chunks using simple graphic organisers and flow charts.
  • Use coloured threads or symbols marked on clothing to distinguish front and back.
  • Discuss with parents the possibility of writing "R" and "L" inside shoes to indicate right and left.

Chunk tasks and time to increase motivation

Chunk tasks and time to increase motivation

Breaking tasks into smaller parts and setting deadlines can be a useful approach for many students.

Visual timers can help students keep track of the time and increase motivation.

 

Utilise mind mapping tools

Utilise mind mapping tools

Introduce students to a range of mind mapping tools, such as Popplet.

Model how mind maps can be used to break down a task and organise ideas.

Support independent dressing

Support independent dressing

Use visual strategies and flexible time frames to support confidence and independence.

During swimming or physical education classes, students with dyspraxia may need to begin changing sooner than others to be ready alongside their peers.

 Consider inviting parents to develop markers or identifiers with their child to aid independence such as: 

  • coloured threads or symbols marked on clothing to distinguish front and back
  • "R" and "L" inside shoes to indicate right and left.

Useful resources

Useful resources

Website

At a glance: Classroom accommodations for dyspraxia

Publisher: Understood

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Website

Graphic organizers

Publisher: For The Teachers

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Next steps

More suggestions for implementing the strategy “Key areas to support”:

Return to the guide “Dyspraxia and learning”

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