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Learning Difficulties Teaching Planner
For use jointly by teachers and parents of children with a Disability/Learning Difficulties
© Phil Builder 2003

This document is a discussion starter and planning instrument.
Use the document to explore possibilities and plan for classroom or learning adaptations that should/could be made to support the child's classroom/home learning program.

Support Adaptations
Check that these things have been considered

Classroom Organisation

Seating position to hear teacher

Seating posn. to see board/displays/teacher's face

Seating position to enable peer support

Seating position to limit interaction with peers

Display daily timetable / front of room / on desk

Maintain consistent daily routines

Use graphical organisers

• timetable

• activities poster

• sequence chart

• materials diagram

Time Management

Required visits to other centres for Training

Required visits to other centres for Resources

Required visits to other centres for planning/review  meetings

Planning/reviewing with advisory personnel

• School Psychologist

• Special Education Teacher

• Speech Pathologist

• Language Unit Resource Reacher

• Vision/Hearing impaired Resource Teacher

• Behaviour Management Advisor

• School nurse

• Hospital/Health Centre
• Medical Practitioner
• other

Planning/reviewing with aide/volunteers

Training aide/volunteers

Supervision of aide/volunteers: Speech/ Language/ Literacy/ Maths

Making specific resources (eg. games or activities)

Behaviour management

Establish and display rules, rewards, steps, consequences

Focus on one behaviour at a time

Recognise/acknowledge/reward when target behaviour evident

Negotiate contract to target required behaviours

Document behaviours

Rearrange seating

• to isolate student 

• to increase peer support

• to decrease peer attention/interaction

• to limit visual/auditory distraction

Monitor/set expectations weekly/daily/each period/each lesson

Communication

Use graphical organisers for class talks/reports/lessons

Plan talks around specific/required topics/knowledge

Give instructions one at a time

Oral rehearsal of instructions/sequences/actions

Augmentative communication

• Change class readers to a specialised set:
  eg. Compic

• Adapt worksheets

• Adapt all visual classroom aides

• Use signing

Provision for daily speech exercises

Inclusion of specific raps/rhymes/music

English

Use aide/volunteer to assist student

Provide non-traditional type reading materials

Provide alphabet chart on desk/wall to aid writing

Make vocabulary chart on desk/wall to aid writing

Model reading/writing/spelling processes with the student

Adapt Writing quantity/accuracy/presentation/complexity/keyboard

To publish:   

• scribe for student

• type up handwritten work

• use keyboard

Provide computer for student's exclusive use

Provide Handwriting guide on desk

Use pencil grip

Use slope board for handwriting

Rehearse/recite through handwriting sequences

Provide handwriting aides (sand tray, paper, crayon, felt tip pens, etc)

Source Spelling vocabulary from Student’s writing

Modify Spelling list difficulty

Ensure recognition of Spelling vocabulary

Provide a personalised vocabulary chart on the desk

Teach appropriate sight vocabulary

Use word families for spelling

Monitor/assist with book selection

Book Orientation with student for each new book

Rehearse oral reading

Tape suitable books to read

Provide “Buddy” or X-Age tutor to assist with reading

Modify Reading text difficulty/quantity/reading level

Mathematics

Use aide/volunteer to assist student

Use activity-based hands-on approach

Provide concrete materials for manipulation/exploration

Demonstrate processes with student

Provide audiotapes for learning tables

Provide desktop/wall aides (charts, diagrams, steps, sequences)

Modify content (level of difficulty/quantity)

Acquire/use calculator computer/software for part or all Maths

Science

Use aide/volunteer to assist student

Modify written component (quantity, presentation)

Adjust procedures to ensure participation

Use graphical/concrete materials where possible

Use graphic organisers for instructions, activities, sequences

Use graphic organisers for equipment, locations, use of

One instruction at a time

Monitor when using equipment

Model procedures with student

Monitor student’s safety when using equipment

Society and Environment

Use aide/volunteer to assist student

Negotiate/adapt research topics/outcomes

Adapt presentation mode (Draw/Diagram/Oral/Write/Tape/Type)

Prepare guidelines for steps/sequence in the process

Provide graphical organisers for content/ methods/ timelines

Provide buddy/partner/group to work with

Provide computer support for

• Internet research

• note taking

• illustrations/graphics

• presentation of work

• final presentation

Monitor/set expectations at the beginning of every lesson

Health and Physical Education

Use aide/volunteer to assist student

Provide an individual program

Adjust procedures to ensure participation

Monitor student’s safety when using equipment

Adapt curriculum for student access

Languages

Use aide/volunteer to assist student

Adapt content to be learned

Modify spelling/vocabulary/terminology list difficulty

Ensure recognition of Reading/Spelling vocabulary

Adapt Writing quantity/accuracy/presentation/complexity

Presentation

• scribe for student/student copies

• type up student's notes

• use keyboard/computer for all work

Negotiate presentation mode (Draw/Diagram/Oral/Write/Tape/Type)

Information Technology

Use aide/volunteer to assist student

Use graphic organisers for instructions, activities, sequences

Use graphic organisers for equipment, locations, use of

One instruction at a time

Monitor when using equipment

Model procedures with student

Monitor student’s safety when using equipment

Organise “Buddy”, partner, to assist

Adjust

• desk height

• seat height

• headset volume

• microphone volume

• screen brightness

• screen contrast

• font size, colour

Label Keyboard keys in large letters/lower case letters

The Arts

Use aide/volunteer/parent to assist student

Use graphic organisers for instructions, activities, sequences

Use graphic organisers for equipment, locations, use of resources

Use computer/software graphics/paint programs

Model procedures with student