Provide options for students to create, learn and share
Provide flexible options and tools so students can show their learning and share with others.
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Provide options and support for fine motor skills and writing
Provide options and support for fine motor skills and writing
Developing handwriting
- Provide a range of letter formation experiences such as sky-writing, sand trays, play dough and sandpaper.
- Offer a variety of writing tools including different pen types, sizes and colours.
- Use pencil grips.
- Offer a variety of different surfaces such as white boards, coloured paper, different lines and margins, or slope boards.
- Allow students to use technology to type or voice type written assignments.
- Negotiate expectations and timing to decrease fatigue.
Other fine motor skills
- Provide multiple opportunities to develop fine motor skills such as using scissors and tying shoe laces.
- Offer extra time for fine motor tasks such as getting changed.
- Use easy to access systems for filing and organising resources.
- Consider ease of access for items such as pencil cases, games and resources.
- Collaborate with whānau to discuss easy ways to manage clothing options.
- Assign ākonga an area for storing their equipment.
Remove barriers to writing
Remove barriers to writing
Using a computer gives Tyler the freedom to write creatively as he is not inhibited by the speed of his handwriting or his ability to form letters.
Personalise learning
Personalise learning
Provide opportunities for students to learn in ways that suit their needs and preferences.
- Set realistic, ambitious, and achievable personal targets.
- Create opportunities where students can personalise learning tasks and projects to build on their culture, knowledge, experience and strengths.
- Discuss with students the different ways they can share their thinking and demonstrate understanding.
- Develop success criteria with the students and present them with clear visual supports.
- Provide opportunities for students to gain confidence using a range of media so they can select the most appropriate way to express their learning.
- Offer a flexible learning environment with a variety of seating and working spaces.
- Offer a reader-writer or assistive technologies to support success in assessments.
Offer options for sharing learning
Offer options for sharing learning
Closed Captions
Support success in assessments
Support success in assessments
- possible barriers hidden in the physical environment, for example: unfamiliar layout of room, lighting, temperature
- possible barriers hidden in the resources and materials, for example: cluttered presentation, hard-to-read diagrams, unclear layout, hard-copies only
- approaches to managing time allocations such as calendar tools and visual timers
- approaches to managing anxiety
- approaches to maintaining concentration
- negotiating breaks
- use of digital technologies such as text-to-speech and predictive text
- pre-teaching specific assessment/exam skills, such as how to approach multiple choice questions.
Useful resources
Useful resources
Succeeding at school: Accommodations for students with coordination difficulties
Examples of common accommodations that are helpful for many children who have motor coordination difficulties.
Publisher: CanChild, McMaster University
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 for students to create, learn and share
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Helpful classroom strategies year 9-13Show suggestions for Helpful classroom strategies year 9-13
