Support self-management and organisation
Support students to organise and manage themselves using a range of strategies and personalised teaching and learning approaches.
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Use frameworks to support thinking and memory
Use frameworks to support thinking and memory
Closed Captions
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.
Support independence
Support independence
Use visual strategies, extra time, and routines to support confidence and independence.
- Allow more time for tasks such as assignments and dressing for swimming and PE.
- Speak slowly and give students time to respond.
- Personalise tasks and clarify expectations to offer the right level of challenge and support.
- Use colours, labels and systems to support organisation.
- Mark clothing and shoes to help with left, right, back and front.
- Offer storage for personal items where possible.
Use thinking tools
Use thinking tools
Teach ākonga to use a variety of graphic organisers and thinking tools such as mind maps.
Model a variety of techniques to break down tasks and organise ideas.
![7447 [Student-creating-a-popplet-on-an-ipad.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Student-creating-a-popplet-on-an-ipad__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Useful resources
Useful resources
Classroom accommodations for developmental coordination disorder
Strategies for teachers that can make movement based work easier for students with coordination disorders.
Publisher: Understood
Project Zero's thinking routines toolbox
A set of thinking routines to scaffold and support student thinking.
Publisher: Harvard Graduate School of Education
A teacher’s guide to visible thinking activities
A blog on using thinking routines in the classroom, with activities for each type of routine.
Publisher: Inquisitive Australia
Next steps
More suggestions for implementing the strategy “Key areas to support”:
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How to use this site
Guide to Index of the guide: Dyspraxia and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
- Support motor skills
- Support self-management and organisation
- Support social interaction
- Support positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies year 9-13Show suggestions for Helpful classroom strategies year 9-13
