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Passion projects to demonstrate knowledge

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Passion projects to demonstrate knowledge

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Allow for extra time to respond to questions verbally 

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Allow for extra time to respond to questions verbally 

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Provide a copy of class notes/PowerPoints 

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Provide a copy of class notes/PowerPoints 

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Provide a choice when an assignment topic induces anxiety or is emotionally charged. 

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Provide a choice when an assignment topic induces anxiety or is emotionally charged. 

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Using multi-sensory techniques for kids with reading challenges

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Teacher check in before independent work

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Teacher check in before independent work

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Using photos to save posters and groupwork for later work. 

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Using photos to save posters and groupwork for later work. 

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Allow to take photo of "board" vs writing notes

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Allow to take photo of "board" vs writing notes

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Pre-planned breaks each day with a trusted adult in a safe/preferred environment for the student.  

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Pre-planned breaks each day with a trusted adult in a safe/preferred environment for the student.  

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Allow digital submitting of assignments-  at any grade level- once found, take a picture and email it in- done.  No follow up steps and there is a record of things turned in.

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Allow digital submitting of assignments-  at any grade level- once found, take a picture and email it in- done.  No follow up steps and there is a record of things turned in.

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Lunch bunch or lunch clubs that kids can create by topic of interest

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Lunch bunch or lunch clubs that kids can create by topic of interest

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Auditory Processing: ask for teacher to provide written assignments (not just verbal communication)

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Auditory Processing: ask for teacher to provide written assignments (not just verbal communication)

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Don't give timed tests like "Multiply 50 problems in 1 minute"

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Don't give timed tests like "Multiply 50 problems in 1 minute"

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Noise cancelling headphones allowed as needed

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Noise cancelling headphones allowed as needed

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Flexible seating (sitting, standing, lying down, etc.)

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Flexible seating (sitting, standing, lying down, etc.)

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Explicitly outline roles and goals in group work

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Explicitly outline roles and goals in group work

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Allow a choice of working alone or in partners

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Allow a choice of working alone or in partners

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Note early signs of dysregulation and check in to problem solve/offer support as soon as possible

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Note early signs of dysregulation and check in to problem solve/offer support as soon as possible

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Providing checklists for multi-step assignments

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Providing checklists for multi-step assignments

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Chunking larger assignments into smaller pieces

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Chunking larger assignments into smaller pieces

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Planner and assignment completion check ins

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Planner and assignment completion check ins

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Allow students to test out or telescope subjects where they have already gained mastery. In these areas, allow students to dive deeper via independent study.

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Allow students to test out or telescope subjects where they have already gained mastery. In these areas, allow students to dive deeper via independent study.

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Allow students to dive deeper into materials if interest and ability follow. For example, if the class assignment is on the cell, allow the student to talk about the differences between animal and plant cells. 

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Allow students to dive deeper into materials if interest and ability follow. For example, if the class assignment is on the cell, allow the student to talk about the differences between animal and plant cells. 

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Allow for sensory strips, wobble chairs, quiet fidgets, doodles, etc for all students. 

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Allow for sensory strips, wobble chairs, quiet fidgets, doodles, etc for all students. 

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Allow multiple methods for demonstrating mastery, for example a video, a paper, a class presentation, a song, etc. 

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Allow multiple methods for demonstrating mastery, for example a video, a paper, a class presentation, a song, etc. 

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Avoid "cold calling" on a student for answers, to check "if they are listening', etc. Instead, let the child take the lead by raising their hand or observing quietly. 

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Avoid "cold calling" on a student for answers, to check "if they are listening', etc. Instead, let the child take the lead by raising their hand or observing quietly. 

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Provide students with a single location for work submission, grade check in, homework requirements, etc. 

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Provide students with a single location for work submission, grade check in, homework requirements, etc. 

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Include visual organizers of the day, calendars of the week/month, with due dates, check-in clues, etc for the full class. 

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Include visual organizers of the day, calendars of the week/month, with due dates, check-in clues, etc for the full class. 

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Allow student to choose writing instruments (gel pens over pencils) for all subjects (i.e. for math, students cross out rather than erase). 

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Allow student to choose writing instruments (gel pens over pencils) for all subjects (i.e. for math, students cross out rather than erase). 

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Leverage online or computer-based graphic organizers such as creately rather than physical organizers that can tax handwriting skills.

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Leverage online or computer-based graphic organizers such as creately rather than physical organizers that can tax handwriting skills.

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If the lesson isn't learning to write, allow alternate ways to show mastery - such as graphic novel, slide show, skit, etc

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If the lesson isn't learning to write, allow alternate ways to show mastery - such as graphic novel, slide show, skit, etc

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Allow mind mapping software such as MindManager for helping with writing process. 

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Allow mind mapping software such as MindManager for helping with writing process. 

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Use a visual (e.g., notecard, coping "toolbox", etc.) to remind student of self-regulation strategies they can use. Communicate with the child's school counselor/therapist to develop this visual.

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Use a visual (e.g., notecard, coping "toolbox", etc.) to remind student of self-regulation strategies they can use. Communicate with the child's school counselor/therapist to develop this visual.

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Allow "self-breaks" from class to take deep breaths, take a walk, get a drink of water, etc. when the student is feeling overwhelmed

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Allow "self-breaks" from class to take deep breaths, take a walk, get a drink of water, etc. when the student is feeling overwhelmed

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Allow student to show their strength by making them an expert about their favorite topic so kids come to them, or they teach a math game to the class, etc - a time of day they get to show what they're good at

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Allow student to show their strength by making them an expert about their favorite topic so kids come to them, or they teach a math game to the class, etc - a time of day they get to show what they're good at

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Do an emotion / energy check in with student to understand what they may be able to handle that day

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Do an emotion / energy check in with student to understand what they may be able to handle that day

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Provide structured activities during recess

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Provide structured activities during recess

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Weave student interests into assignments

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Weave student interests into assignments

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Check in 1:1 after assigning work to ensure student understanding

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Check in 1:1 after assigning work to ensure student understanding

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When possible, give the student a preview of what particular work is coming the next day

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When possible, give the student a preview of what particular work is coming the next day

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Provide rubric and examples of completed work

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Provide rubric and examples of completed work

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Shorten the assignment when mastery has already been shown (e.g. skip some math problems)

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Shorten the assignment when mastery has already been shown (e.g. skip some math problems)

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Allow student to leave loud classroom environment for a safe, quiet space for breaks

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Allow student to leave loud classroom environment for a safe, quiet space for breaks

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Allow student to do research / read / write in area of interest

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Allow student to do research / read / write in area of interest