Classroom adaptations to support learning in years 9–13
Suggestion for implementing the strategy ‘Prepare for a new student with additional needs in the classroom’
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A 360-degrees-view of the classroom
A 360-degrees-view of the classroom
In every area of the curriculum, the key to using Universal Design for Learning (UDL) is to reduce or eliminate barriers to student learning.
Take a look at this 360-degrees-view of UDL classroom.
Take a similar photo of your classroom. Imagine moving around the space as your new student. Consider:
- how the student will find resources
- how resources and work stations are labelled (in text, with symbols, or with images)
- is there a quiet space for students to work, a place to stand and work and a place to think or curl up and read?
Walk in your student's shoes
Walk in your student's shoes
Take a walk around the classroom. Use all your senses to consider how the classroom might look, hear and feel to your new student.
Consider:
- routines and ways of working
- how you will make assignment timings manageable
- the practical challenges for students, such as timetabling, the number of books to be carried and the distances between classes
- the best listening distance, the use of the FM, seating, indicating who is speaking in a class discussion.
The school environment
The school environment
What does your student see, hear, and feel? How does this affect them?
Consider:
- the school environment – for example, loud hand-dryers in toilets, opening or reaching into lockers, reaching hooks for coats, lighting in hallways and classrooms
- the way your school works – for example, the length and timing of lessons and breaks, six-day timetables, time for travel between classes, staff visibility during breaks, communicating routines and changes
- the classroom environment – for example, loud noises, order and disorder, the location of desks in relation to light and sound
- the way the classroom works – for example, welcoming and packing-up routines, buddy systems, quiet and busy times, teacher-led, group and independent learning, time allocated for homework.
Specific adaptations
Specific adaptations
- visual supports such a diagrams, pictures, photos, posters, visual timetables, and desktop task cues
- a variety of teaching methods – many high school students, particularly boys, need to learn by doing rather than by listening
- templates and frames to support students’ writing as they learn more formal processes
- assistive technology such as software that reads text aloud or text prediction programs for writing.
Useful resources
Useful resources
Everyone's In: An inclusive planning tool
Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga
Universal design for learning in action: 100 ways to teach all learners
Publisher: Brookes Publishing
Price: One off charge NZ$36.55
Optimizing the learning environment for students with disabilities
Read time: 55 min
Publisher: Lincoln Land Community College
Download PDF
Next steps
More suggestions for implementing the strategy “Prepare for a new student with additional needs in the classroom”:
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Current page Classroom adaptations to support learning in years 9–13
Return to the guide “Transitions – managing times of change”
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How to use this site
Guide to Index of the guide: Transitions – managing times of change
Strategies for action:
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Get to know the studentShow suggestions for Get to know the student
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Partner with the family/whānauShow suggestions for Partner with the family/whānau
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Plan for successful transitions to schoolShow suggestions for Plan for successful transitions to school
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Prepare for a new student with additional needs in the classroomShow suggestions for Prepare for a new student with additional needs in the classroom
- Set up for in-class and in-school transitions
- Classroom adaptations to support learning in years 1–8
- Classroom adaptations to support learning in years 9–13
- Set up social supports, advocacy, and go-to people
