Support processing and organisation with recommended approaches
Suggestion for implementing the strategy ‘Classroom strategies years 1-8’
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Provide structure for task completion
Provide structure for task completion
Give students with ASD the time they need to succeed.
Consider reducing the quantity rather than the complexity of the learning for students.
- Provide instruction in short segments (for example, teach → student activity → teach → student activity).
- Provide students with a checklist with tasks broken into smaller segments. Highlight key parts of the task.
- Before beginning a task, have students explain their understanding of what they are doing (they can do this with a buddy).
- Give positive feedback to students who start promptly.
- Check on student progress frequently.
- Ensure that all materials and resources are accessible.
Support self management
Support self management
Create a predictable environment supported with visuals.
Teach and model how to use planning and scheduling tools effectively.
- Make visual exemplars of a process or how to complete a task.
- 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 the predictability of regular activities, transitions between environments and activities, and changes in discussion topics.
- Make graphic organisers and flowcharts available to support breaking tasks into chunks, and thinking and planning in all curriculum areas.
Support thinking and pattern recognition
Support thinking and pattern recognition
- Use visuals (graphics, photos, cartoons, pictures) to support text and talk when explaining anything.
- Offer 3D virtual and physical models and real objects to help students identify critical features.
- Use mind maps, flowcharts, and outlines to help students unpack big ideas and relationships.
- Give students multiple opportunities to engage with new ideas and concepts.
- Provide extra time for students to think and process before needing to respond in a discussion.
- Use mindmaps to brainstorm ideas.
- Support group and class discussions with visual annotations to prompt later recall of key ideas.
- Make thinking tools and approaches available across all curriculum areas.
Use visual timetables
Use visual timetables
Visual timetables support spoken instructions, provide a reference point for “what next”, and show changes in the routine.
Support concept development
Support concept development
- Check to ensure that students retain and can demonstrate previously-learned skills before beginning new learning.
- Teach new skills using a variety of methods, materials and contexts and using concrete, practical and visual materials.
- Reinforce abstract concepts with visual and concrete materials.
- Make explicit connections between new knowledge and previous experience.
- Make connections to high interest and practical everyday situations.
- Offer multi-sensory explanations and demonstrations.
- Provide extra time and opportunities for additional repetition and reinforcement – where applicable, involve a buddy, parents, or a support teacher.
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
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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
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
- Support participation and confidence
- Present information in different ways
- Support processing and organisation
- Provide options to create, learn, and share
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
