Support organisation
Suggestion for implementing the strategy ‘Key areas to support’
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Support organisation with visuals
Support organisation with visuals
Use visual strategies to support independence.
- 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 students’ ability to predict regular activities, transitions between environments and activities and changes in discussion topics.
- Break tasks into chunks using simple graphic organisers and flow charts.
- Use coloured threads or symbols marked on clothing to distinguish front and back.
- Discuss with parents the possibility of writing "R" and "L" inside shoes to indicate right and left.
Chunk tasks and time to increase motivation
Chunk tasks and time to increase motivation
Breaking tasks into smaller parts and setting deadlines can be a useful approach for many students.
Visual timers can help students keep track of the time and increase motivation.
![5279 [Time-Timer-flickr-8138404124-59c85bfc6c-o.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Time-Timer-flickr-8138404124-59c85bfc6c-o__ScaleMaxWidthWzEwODZd.jpg)
Utilise mind mapping tools
Utilise mind mapping tools
Introduce students to a range of mind mapping tools, such as Popplet.
Model how mind maps can be used to break down a task and organise ideas.
![7447 [Student-creating-a-popplet-on-an-ipad.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Student-creating-a-popplet-on-an-ipad__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Support independent dressing
Support independent dressing
Use visual strategies and flexible time frames to support confidence and independence.
- Allow more time for dressing and undressing for swimming and PE, so the student can be ready alongside their peers.
- Coloured threads or symbols marked on clothing to distinguish front and back.
- "R" and "L" inside shoes to indicate right and left.
Useful resources
Useful resources
Next steps
More suggestions for implementing the strategy “Key areas to support”:
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Current page Support organisation
Return to the guide “Dyspraxia and learning”
![11448 [Dyspraxia-and-learning.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Dyspraxia-and-learning__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Dyspraxia and learning
Understand:
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
- Support motor skills
- Support organisation
- Support social interaction
- Support positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies year 9-13Show suggestions for Helpful classroom strategies year 9-13
