{"CACHEDAT":"2026-10-30 22:07:47","DEEPLQUOTAEXCEEDED":false,"TRANSLATEDAT":"","SOURCESIGNATURE":"1cb600461e397387ad1f54f0092a97867c397ba6df3544a8634c563d21cfe995","SLUG":"for-needs-gLYLOrssC0","MARKDOWN":"# **1 Cognitive and Learning Needs**\n\n## **1.1 Executive Functioning Support**\n\n### **Organisation of the teaching and learning setting**\n\n* Organisation of the physical learning environment\n\n\n:::tip\nAdjust the classroom environment to support attention and organisation, e.g., seat the student according to individual needs, considering factors such as lighting conditions, accessibility of learning materials and aids, working space, proximity to teacher support, and possible distractions.\n\n:::\n\n\n:::tip\nProvide an organised and accessible workspace, e. g., ensure easy access to necessary materials and aids. Use adapted furniture when needed and ensure sufficient space for individual work or support from a teaching assistant.\n\n:::\n\n* Structure and predictability of the learning environment\n\n\n:::tip\nEstablish predictable routines and provide clear expectations about classroom activities, transitions, and task requirements.\n\n:::\n\n\n:::tip\n Use visual schedules, planners, or lesson agendas to help students understand the sequence of activities, manage transitions, and anticipate upcoming tasks.\n\n:::\n\n\n:::tip\nUse time-management supports such as timers, countdowns, or clear time limits for individual activities.\n\n:::\n\n### **Adjustments of educational content and activity planning** **→ Differentiation Matrix**\n\n* Breaking tasks into manageable steps\n\n\n:::tip\nDivide complex activities into smaller, clearly defined steps.\n\n:::\n\n\n:::tip\nMake the steps of an activity explicit and visualise them using checklists, flowcharts, timelines, posters, digital presentations, or task cards.\n\n:::\n\n\n:::tip\nEncourage students to identify the sequence of actions needed to complete a task (e.g., “What do I need to do first? What comes next?”).\n\n:::\n\n* Reducing task complexity and workload\n\n\n:::tip\nReduce the scope of an activity by selecting only essential parts of the task according to the student’s abilities and learning goals.\n\n:::\n\n\n:::tip\nPrioritise the most important information or steps required to achieve the learning objective.\n\n:::\n\n* Supporting planning and organisation of complex tasks\n\n\n:::tip\nProvide structured guidance for complex tasks that require planning, organisation, information processing, and completion of multiple steps.\n\n:::\n\n\n:::tip\nProvide checklists that guide students through complex multi-step processes and help them organise, monitor, and complete tasks independently.\n\n:::\n\n* Flexible pacing and breaks\n\n\n:::tip\nProvide extended time for completing complex tasks when needed.\n\n:::\n\n\n:::tip\nPlan shorter periods of concentrated work with regular breaks, as students’ attention may fluctuate over time.\n\n:::\n\n\n:::tip\nInclude short movement or relaxation breaks to support attention regulation and task completion.\n\n:::\n\n### Adjustment of teaching methods and forms for the student\n\n* Explicit instruction and modelling of strategies\n\n\n:::tip\nTeach students strategies for planning, organising, and completing tasks through explicit step-by-step instruction.\n\n:::\n\n\n:::tip\nModel thinking processes and demonstrate how to approach complex tasks, organise information, and monitor progress.\n\n:::\n\n* Support working memory and following instructions\n\n\n:::tip\nProvide a limited amount of instructions at one time and present instructions in a clear and structured way.\n\n:::\n\n\n:::tip\nAsk students to explain the task in their own words to check understanding.\n\n:::\n\n\n:::tip\nUse step-by-step instruction cards, visual checklists, diagrams, or timelines to support independent task completion.\n\n:::\n\n* Goal setting and self-monitoring\n\n\n:::tip\nSupport students in setting clear, specific, and achievable short-term goals and in monitoring their own progress during learning activities. \n\n:::\n\n\n:::tip\nUse checklists, progress charts, personalised goal-setting sheets, reflection questions, or self-assessment tools to help students plan their work, evaluate their performance, and identify next steps for improvement.\n\n:::\n\n* Support engagement and motivation\n\n\n:::tip\nSupport students’ motivation by connecting tasks to their interests, experiences, and real-life situations.\n\n:::\n\n\n:::tip\nAllow students to make choices about topics, examples, or ways of presenting information when possible.\n\n:::\n\n* Use active and multisensory learning approaches to support attention, engagement, and organisational skills\n\n\n:::tip\nUse multisensory learning activities that combine visual, auditory, and kinaesthetic experiences to support attention and understanding.\n\n:::\n\n\n:::tip\nInclude movement-based activities or hands-on tasks to support attention regulation and active engagement.\n\n:::\n\n### Providing special aids: technologies / media / materials / personnel / AAC\n\n* Organisational aids\n\n\n:::tip\nProvide checklists, planners, task cards, visual schedules, and other organisational tools to support planning and task completion.\n\n:::\n\n* Digital and assistive technologies\n\n\n:::tip\nAllow students to use digital tools that support organisation, planning, time management, reminders, and task completion (e.g., digital planners, calendars, reminder tools, task-management applications, and accessibility features).\n\n:::\n\n* Adapted learning materials\n\n\n:::tip\nProvide simplified and clearly structured materials using short paragraphs, bullet points, numbered steps, visual organisers, or highlighted key information.\n\n:::\n\n* Personnel support\n\n\n:::tip\nProvide support from a teaching assistant when additional guidance with organisation, planning, or completion of tasks is needed.\n\n:::\n\n\n## 1.2 Memory Support\n\n### Organisation of the teaching and learning setting\n\n* Provide sufficient time for revision and reinforcement\n\n\n:::tip\nPlan regular opportunities for revision, repetition, and reinforcement of previously learned content.\n\n:::\n\n\n:::tip\nAllow additional time for reviewing information before assessment or new learning activities.\n\n:::\n\n* Organise the learning environment to support memory\n\n\n:::tip\nUse a structured classroom environment with clearly defined places for different activities and materials.\n\n:::\n\n\n:::tip\nDisplay key visual information in the classroom (e.g., schedules, procedures, important concepts, or learning steps) so that students can repeatedly refer to it during learning. \n\n:::\n\n### Adjustments of educational content and activity planning\n\n* Provide structured learning materials\n\n\n:::tip\nProvide students with structured notes, outlines, summaries, or graphic overviews of the lesson content. \n\n:::\n\n\n:::tip\nCheck that students have organised notes from previous lessons and gradually teach them how to create structured notes independently. \n\n:::\n\n* Organise learning content to support memory and recall \n\n\n:::tip\nUse clear headings, bullet points, numbered lists, meaningful categories, and a consistent structure that helps students identify main ideas and relationships between pieces of information.\n\n:::\n\n* Plan regular retrieval and review opportunities\n\n\n:::tip\nInclude frequent review of previously learned information within new lessons. \n\n:::\n\n\n:::tip\nRevisit key concepts repeatedly over time rather than relying on a single explanation. \n\n:::\n\n### Adjustment of teaching methods and forms for the student\n\n* Teach strategies for organising information\n\n\n:::tip\nTeach students how to organise information through highlighting, underlining, categorisation, grouping, and identifying key concepts.\n\n:::\n\n\n:::tip\nUse colour coding to distinguish different types of information (e.g., definitions, examples, dates, formulas, or key facts). \n\n:::\n\n* Activate prior knowledge and connect new information\n\n\n:::tip\nPrompt students to recall previously learned knowledge, experiences, or examples before introducing new content. \n\n:::\n\n\n:::tip\nHelp students identify connections between new information and previously learned knowledge by referring to earlier lessons, notes, familiar situations, or personal experiences.\n\n:::\n\n* Teach students to build logical connections\n\n\n:::tip\nGuide students in identifying relationships between ideas, causes and effects, sequences, categories, and other logical connections within the learning content. \n\n:::\n\n\n:::tip\nEncourage students to explain how different pieces of information are related to each other. \n\n:::\n\n* Teach memory strategies explicitly\n\n\n:::tip\nTeach students mnemonic techniques such as acronyms, rhymes, visual imagery, associations, or memory stories to support retention and recall of information. \n\n:::\n\n### Providing special aids: technologies / media / materials / personnel / AAC\n\n* Visual memory supports\n\n\n:::tip\nProvide mind maps, concept maps, diagrams, timelines, charts, and other visual organisers that help students see relationships between ideas and remember key information. \n\n:::\n\n\n:::tip\nDisplay important procedures, learning steps, formulas, or reference information in a visible place so that students can repeatedly access them during learning activities. \n\n:::\n\n* Structured reference materials\n\n\n:::tip\nProvide printed or digital summaries, note templates, review sheets, checklists, and other materials that support recall and independent revision.\n\n:::\n\n* Digital memory supports\n\n\n:::tip\nAllow students to use digital note-taking tools, reminder applications, flashcard systems, spaced-repetition tools, or other technologies that support memorisation and retrieval of information.\n\n:::\n\n* Personnel support\n\n\n:::tip\nProvide support from a teaching assistant or other support personnel when additional guidance with note organisation, revision, or memory strategies is necessary. \n\n:::\n\n\n## **1.3 Support in reading**\n\n### **Organisation of the teaching and learning setting**\n\n* Flexible timing for reading tasks\n\n\n:::tip\nGive students extended time for working with written texts, the possibility to complete tasks after the lesson, dividing longer tasks into several shorter time blocks, etc.\n\n:::\n\n* Organisation of the classroom environment\n\n\n:::tip\nSeat the student closer to the teacher, in a less distracting area of the classroom or provide the student with access to a quiet workspace for independent reading.\n\n:::\n\n* Organisation of group work\n\n\n:::tip\nAllow the student to work in stable pairs or small groups, assign  roles within the group in advance, pair the student with a peer who supports understanding of instructions and task orientation.\n\n:::\n\n* Structure and predictability of the lesson\n\n\n:::tip\nUse a visually displayed lesson agenda, stick with clearly defined time segments for individual activities, establish and maintain a consistent routine for working with texts.\n\n:::\n\n* Organisation of access to learning materials\n\n\n:::tip\nProvide the student with learning (reading) materials before the lesson, agree on a single, consistent location where student can find texts and assignments, allow repeated access to materials throughout the lesson.\n\n:::\n\n### Adjustments of educational content and activity planning\n\n* Plan reading practice thoroughly\n\n\n:::tip\nProvide short but frequent reading practice.\n\n:::\n\n\n:::tip\nSchedule reading activities regularly across lessons rather than concentrating them into long sessions.\n\n:::\n\n\n:::tip\nSequence reading tasks from easier to more demanding texts.\n\n:::\n\n* Simplification of reading materials\n\n\n:::tip\nUse simplified versions of texts while maintaining the key learning objectives.\n\n:::\n\n\n:::tip\nProvide key vocabulary lists before reading activities and explain unfamiliar terms necessary for understanding the text.\n\n:::\n\n\n:::tip\nRewrite complex paragraphs into short, clear sentences.\n\n:::\n\n\n:::tip\nReplace unnecessarily difficult vocabulary with more accessible language, e.g.,  \n\nOriginal: The water cycle is the continuous movement of water within the Earth and atmosphere. It involves processes such as evaporation, condensation, precipitation, and runoff.\n\nSimplified: The water cycle is the movement of water around the Earth. Water goes up into the sky, forms clouds, and comes back down as rain or snow.\n\n:::\n\n* Reduction of reading load\n\n\n:::tip\nSelect only the essential sections of a chapter.\n\n:::\n\n\n:::tip\nProvide shortened versions of literary or informational texts.\n\n:::\n\n\n:::tip\nFocus on the most important information rather than requiring reading of the entire text.\n\n:::\n\n* Chunking of reading tasks\n\n\n:::tip\nDivide long texts into smaller reading sections.\n\n:::\n\n\n:::tip\nPresent one section of text at a time.\n\n:::\n\n\n:::tip\nAsk students to process each section before moving to the next.\n\n:::\n\n* Adjustment of the scope of reading assignments\n\n\n:::tip\nAllow the student to read only a selected part of the assignment.\n\n:::\n\n\n:::tip\nReduce the number of pages or text passages required.\n\n:::\n\n\n:::tip\nPrioritise comprehension of key ideas over the amount of text read.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* Explicit teaching of decoding strategies\n\n\n:::tip\nProvide clear, direct, and systematic instruction in decoding strategies for students who experience difficulties with word recognition and reading fluency. Teach strategies for decoding unfamiliar words, such as phonemic awareness, blending sounds, syllable division, recognising word patterns, and using knowledge of prefixes, suffixes, and word roots.\n\n:::\n\n* Scaffolding reading comprehension\n\n\n:::tip\nGuide students through reading by activating prior knowledge, introducing key vocabulary, reading the text in manageable sections, and pausing after each section for comprehension questions.\n\n:::\n\n\n:::tip\nModel how to identify key information, main ideas, supporting details, relationships between ideas, and how to locate relevant information directly in the text.\n\n:::\n\n\n:::tip\nSupport students in summarising the content of the text, explaining information in their own words, and making connections between different parts of the text.\n\n:::\n\n\n:::tip\nBreak complex information into smaller parts and use graphic organisers, diagrams, timelines, or other visual supports to help students understand the structure and meaning of the text.\n\n:::\n\n\n:::tip\nGradually reduce scaffolding as students become more independent readers. \n\n:::\n\n* Repeated checks of understanding during reading\n\n\n:::tip\nAsk open-ended comprehension questions during and after reading.\n\n:::\n\n\n:::tip\nAsk students to identify information in the text (e.g., match questions with relevant parts of the text).\n\n:::\n\n\n:::tip\nAsk students to summarise each section using a word, phrase, or short sentence.\n\n:::\n\n\n:::tip\nCheck understanding after each section of the text.\n\n:::\n\n\n:::tip\nIdentify misunderstandings immediately and provide prompt feedback before students continue with the next part of the task.\n\n:::\n\n\n:::tip\nUse brief formative checks such as true/false responses, multiple-choice questions, one-sentence summaries, exit tickets, or short oral questions.\n\n:::\n\n\n:::tip\nAllow alternative ways of demonstrating comprehension of a reading text (e.g., oral summary, oral answers, identifying key information, multiple-choice responses, or a simple visual summary) when written responses are limited by reading or writing difficulties.\n\n:::\n\n* Explicit support for processing written instructions\n\n\n:::tip\nRead instructions together with the student when needed, with support from the teacher or a teaching assistant.\n\n:::\n\n\n:::tip\nCheck that the student understands the task before beginning independent work.\n\n:::\n\n\n:::tip\nAsk students to explain instructions in their own words before starting the task.\n\n:::\n\n\n:::tip\nPresent task instructions in short, clear steps.\n\n:::\n\n\n:::tip\nUse visual supports to clarify what students need to do before, during, and after reading.\n\n:::\n\n* Short-term goal setting for reading tasks\n\n\n:::tip\nSet specific and achievable reading goals (e.g., read pages 12–16 by tomorrow).\n\n:::\n\n\n:::tip\nBreak longer reading assignments into smaller goals with clear deadlines.\n\n:::\n\n\n:::tip\nMonitor progress regularly and provide feedback on goal achievement.\n\n:::\n\n### **Providing special aids: in technologies / media / materials / personnel / AAC**\n\n* Assistive technologies for reading\n\n\n:::tip\nUse text-to-speech tools to read written content aloud and support reading comprehension.\n\n:::\n\n\n:::tip\nUse reading support software such as Immersive Reader or similar assistive applications.\n\n:::\n\n\n:::tip\nAllow access to audiobooks or audio versions of texts.\n\n:::\n\n* Reading materials and compensatory aids\n\n\n:::tip\nProvide enlarged print when visual tracking of text is difficult.\n\n:::\n\n\n:::tip\nAllow the use of coloured overlays or reading windows for students with dyslexia.\n\n:::\n\n\n:::tip\nProvide adapted or specially formatted worksheets that improve readability (e.g., larger spacing, clear font, reduced visual clutter).\n\n:::\n\n* Visual support materials\n\n\n:::tip\nUse visual representations such as pictures, diagrams, timelines, charts, graphic organisers, or mind maps to support understanding of written texts, illustrate relationships between ideas, and organise information from the text.\n\n:::\n\n\n:::tip\nAllow students to represent the content of a text visually (e.g., through a mind map, diagram, timeline, or visual summary) to demonstrate their understanding and organise key information.\n\n:::\n\n* Reference tools\n\n\n:::tip\nAllow the use of a paper or digital dictionary during reading activities.\n\n:::\n\n* Personnel support\n\n\n:::tip\nProvide support from a teaching assistant or other support personnel when additional guidance during reading tasks is necessary.\n\n:::\n\n## **1.4 Support in writing**\n\n### **Organisation of the teaching and learning setting**\n\n* Flexible timing and pacing of writing activities\n\n\n:::tip\nProvide students with extended time limits for written tasks.\n\n:::\n\n\n:::tip\nAllow students to complete writing tasks in shorter time intervals with breaks when needed.\n\n:::\n\n\n:::tip\nProvide shorter and more frequent writing practice opportunities, as students’ concentration may be limited and may fluctuate over time.\n\n:::\n\n### **Adjustments of educational content and activity planning**\n\n* Adjustment of the amount and complexity of written output\n\n\n:::tip\nReduce the length of written tasks when the aim is to assess knowledge or understanding rather than writing ability.\n\n:::\n\n\n:::tip\nAllow students to demonstrate knowledge through tasks requiring less written production (e.g., multiple-choice questions, completing sentences, selecting answers, matching activities).\n\n:::\n\n\n:::tip\nPrepare adapted worksheets or fill-in handouts that allow students to demonstrate knowledge and develop competencies with reduced writing demands.\n\n:::\n\n* Adjustment of writing expectations\n\n\n:::tip\nTolerate spelling errors in handwritten texts for students with dyslexia or dysgraphia, taking into account the student’s age, developmental level, and the complexity of the vocabulary used.\n\n:::\n\n\n:::tip\nWhen assessing written work, prioritise the content, ideas, and creativity expressed over spelling accuracy when spelling is not the main learning objective.\n\n:::\n\n* Planning and structuring writing activities\n\n\n:::tip\nBreak longer writing assignments into smaller, manageable tasks.\n\n:::\n\n\n:::tip\nDivide writing activities into clear stages (e.g., planning ideas, drafting, revising, and editing).\n\n:::\n\n\n:::tip\nAllow students to complete only selected parts of a writing assignment when the aim is to assess specific knowledge or skills.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* Support the writing process step by step\n\n\n:::tip\nGuide students through the writing process by supporting planning, organising ideas, drafting, revising, and editing their texts.\n\n:::\n\n\n:::tip\nTeach students strategies for generating ideas, organising information, and developing coherent written texts.\n\n:::\n\n\n:::tip\nModel how to plan and structure different types of texts (e.g., stories, descriptions, explanations, essays).\n\n:::\n\n* Scaffolding the writing process\n\n\n:::tip\nProvide temporary supports during writing activities (e.g., writing frames, sentence starters, text models, guiding questions, checklists) and gradually reduce these supports as students become more independent writers.\n\n:::\n\n* Feedback and revision support\n\n\n:::tip\nProvide feedback on individual stages of writing rather than focusing only on the final written product.\n\n:::\n\n* Alternative ways of demonstrating knowledge when writing is a barrier\n\n\n:::tip\nAllow students to demonstrate their knowledge, understanding, or ideas through oral explanations, short discussions with the teacher, visual presentations, diagrams, mind maps, digital presentations, recordings, or other formats when writing difficulties significantly limit written expression. \n\n:::\n\n* Supporting motivation and self-confidence in writing\n\n\n:::tip\nSet specific and achievable writing goals and monitor students’ progress.\n\n:::\n\n\n:::tip\nProvide positive feedback and praise students’ effort, improvement, and successful completion of writing tasks.\n\n:::\n\n\n:::tip\nAcknowledge students’ progress and effort to maintain motivation and confidence in writing.\n\n:::\n\n### **Providing special aids: in technologies / media / materials / personnel / AAC**\n\n* Assistive technologies supporting writing\n\n\n:::tip\nAllow students to use assistive technologies that support written expression (e.g., word processors, speech-to-text tools, predictive text, spelling support software).\n\n:::\n\n\n:::tip\nProvide access to digital tools that reduce barriers related to handwriting, spelling, or text production.\n\n:::\n\n* Reference tools\n\n\n:::tip\nAllow students to use paper or digital dictionaries, thesauruses, collocation dictionaries, or other reference tools to check word meanings, spelling, and appropriate vocabulary choices during writing activities.\n\n:::\n\n* Writing support materials\n\n\n:::tip\nProvide writing frames, templates, graphic organisers, or outlines to support the organisation of ideas and text structure.\n\n:::\n\n\n:::tip\nUse visual supports such as mind maps, diagrams, or planning sheets to help students organise information before writing.\n\n:::\n\n* Personnel support\n\n\n:::tip\nProvide support from a teaching assistant or other support personnel when additional guidance during writing tasks is necessary.\n\n:::\n\n\n## **1.5 Support in numeracy**\n\n### Organisation of the teaching and learning setting\n\n* Flexible timing and pacing of mathematical activities\n\n\n:::tip\nProvide students with extended time for mathematical tasks, tests, and problem-solving activities. \n\n:::\n\n\n:::tip\nAllow students to complete mathematical tasks in shorter time intervals with breaks when needed. \n\n:::\n\n\n:::tip\nReduce time pressure during calculation activities when speed is not the main learning objective. \n\n:::\n\n### Adjustments of educational content and activity planning\n\n* Adjustment of the amount and complexity of mathematical tasks\n\n\n:::tip\nReduce the number of problems students are required to complete when the aim is to assess understanding of a mathematical concept rather than endurance or speed.\n\n:::\n\n\n:::tip\nSelect only the essential tasks needed to demonstrate understanding of the target mathematical skill.\n\n:::\n\n* Planning and structuring mathematical activities\n\n\n:::tip\nBreak complex mathematical tasks into smaller, clearly defined steps.\n\n:::\n\n\n:::tip\nPresent one stage of a calculation or problem-solving process at a time.\n\n:::\n\n\n:::tip\nSequence activities from concrete and visual representations to more abstract numerical or symbolic forms.\n\n:::\n\n### Adjustment of teaching methods and forms for the student\n\n* Provide explicit and step-by-step instruction\n\n\n:::tip\nTeach mathematical procedures through clear, direct, and systematic step-by-step instruction. \n\n:::\n\n\n:::tip\nModel the thinking process during calculations and problem solving, including how to choose an operation, organise information, estimate results, and check the accuracy of an answer.\n\n:::\n\n* Support conceptual understanding through visualisation\n\n\n:::tip\nUse concrete objects, pictures, diagrams, number lines, and visual models to help students understand numerical relationships and mathematical concepts. \n\n:::\n\n\n:::tip\nConnect abstract symbols with concrete representations (e.g., counters, base-ten blocks, fraction models, or real-life examples).\n\n:::\n\n* Support mathematical language and reasoning\n\n\n:::tip\nEncourage students to explain their mathematical thinking verbally, using visual representations, or through guided discussion. \n\n:::\n\n\n:::tip\nProvide sentence starters or guiding questions that help students describe the steps of a calculation and justify their reasoning.\n\n:::\n\n### Providing special aids: technologies / media / materials / personnel / AAC\n\n* Mathematical manipulatives and visual aids\n\n\n:::tip\nProvide number lines, base-ten blocks, counters, fraction bars, geometric models, place-value charts, and other concrete manipulatives that support understanding of quantity, operations, and numerical relationships. \n\n:::\n\n* Digital tools supporting mathematics\n\n\n:::tip\nAllow students to use calculators when the aim of the task is not basic computation but understanding of a mathematical concept or solving a complex problem. \n\n:::\n\n\n:::tip\nUse digital mathematics tools such as graphing applications, virtual manipulatives, or interactive platforms (e.g., Desmos) to visualise equations, graphs, geometric relationships, and patterns. \n\n:::\n\n* Assistive technologies for access to mathematical information\n\n\n:::tip\nUse text-to-speech tools to support access to written mathematical instructions, word problems, numbers, and equations when reading difficulties interfere with understanding the task. \n\n:::\n\n\n:::tip\nUse speech-to-text tools when students need support in recording mathematical reasoning, explanations, or problem-solving steps. \n\n:::\n\n* Personnel support\n\n\n:::tip\nProvide support from a teaching assistant or other support personnel when additional guidance during mathematical activities is necessary.\n\n:::\n\n \n\n# 2 Communication and Interaction Needs\n\n## 2.1 Supporting Communication: Comprehension, Expression, and Access\n\n### Organisation of the teaching and learning setting\n\n* Adjust the classroom environment to support communication\n\n\n:::tip\nSeat the student considering lighting conditions that support lip reading, distance from the teacher, accessibility of teacher support, and acoustic conditions of the classroom.\n\n:::\n\n\n:::tip\nModify the classroom environment when needed (e.g., improve acoustics, reduce background noise, provide flexible seating arrangements such as swivel chairs, or ensure easy access to communication supports).\n\n:::\n\n### Adjustments of educational content and activity planning\n\n* Flexible timing for communication activities\n\n\n:::tip\nAllow additional time for communication activities and differentiated tasks.\n\n:::\n\n\n:::tip\nAdjust the length or complexity of activities when communication processing requires more time.\n\n:::\n\n* Planned vocabulary and language support\n\n\n:::tip\nTeach vocabulary and language conventions consistently.\n\n:::\n\n\n:::tip\nIntroduce and revisit key vocabulary through regular routines and repeated practice in different contexts.\n\n:::\n\n\n:::tip\nUse routines such as a “word of the day”, visual displays of new vocabulary, matching activities, and contextual practice to support language development. \n\n:::\n\n### Adjustment of teaching methods and forms for the student\n\n* Provide clear and structured instructions\n\n\n:::tip\nGive students a limited amount of instructions at one time and present instructions in a clear, structured, and visualised form. \n\n:::\n\n\n:::tip\nUse step-by-step instruction cards, diagrams, visual timelines, schedules, or graphic organisers, and wait for the student to complete one step before introducing the next. \n\n:::\n\n\n:::tip\nWrite key instructions on the board or provide them in written form.\n\n:::\n\n* Provide sufficient processing and response time\n\n\n:::tip\nGive students enough time to process spoken information, formulate their thoughts, and prepare a response before expecting them to answer. \n\n:::\n\n\n:::tip\nAllow purposeful wait time after asking questions. Avoid immediately adding further questions, hints, or reformulating the task after short periods of silence, as students may still be processing information and preparing their response.\n\n:::\n\n\n:::tip\nAllow students to respond orally, in writing, privately, in pairs, or in small groups when immediate public speaking creates a barrier. \n\n:::\n\n* Check communication understanding\n\n\n:::tip\nCheck understanding through open-ended questions and student rephrasing rather than yes/no questions. \n\n:::\n\n\n:::tip\nAsk students to explain instructions in their own words (e.g., “What is your task?” or “Tell me what you understood from the explanation.”).\n\n:::\n\n* Alternative ways of demonstrating understanding\n\n\n:::tip\nAllow students to choose from different formats for demonstrating understanding (e.g., written summaries, diagrams, visual representations, or multimedia presentations) according to their strengths and communication preferences, provided that the learning objective is met.\n\n:::\n\n* Support communication through clear verbal and non-verbal cues\n\n\n:::tip\nUse facial expressions, gestures, body language, icons, flashcards, and other visual supports that clearly reinforce the spoken message and help students understand key information.\n\n:::\n\n\n:::tip\nAvoid unclear irony, sarcasm, figurative language, and ambiguous non-verbal signals when they may lead to misunderstanding, especially for students who have difficulties interpreting social or contextual cues.\n\n:::\n\n### Providing special aids: technologies / media / materials / personnel / AAC\n\n* Augmentative and Alternative Communication (AAC)\n\n\n:::tip\nUse AAC systems appropriate to the student’s communication needs.\n\n:::\n\n\n:::tip\nImplement systems such as PECS for students who benefit from visual communication supports.\n\n:::\n\n* Supported note-taking materials\n\n\n:::tip\nProvide partially completed handouts with key information already included and space for students to add their own notes.\n\n:::\n\n* Reference and language support tools\n\n\n:::tip\nAllow the use of paper or digital dictionaries, including first-language dictionaries, synonym dictionaries, antonym dictionaries, or collocation dictionaries during language and communication activities.\n\n:::\n\n* Technology supporting communication access\n\n\n:::tip\nAllow the use of assistive technologies that support communication access and participation (e.g., text-to-speech tools, screen readers, subtitles, or multimedia presentations).\n\n:::\n\n## 2.2 Supporting Interaction: Social Skills Development\n\n### Organisation of the teaching and learning setting\n\n* Organise the classroom to support social interaction\n\n\n:::tip\nArrange seating to encourage cooperation and positive peer interaction. \n\n:::\n\n\n:::tip\nChoose group members carefully for collaborative activities.\n\n:::\n\n### Adjustments of educational content and activity planning\n\n* Individualised social and communication goals\n\n\n:::tip\nSet specific, realistic, and observable social and communication goals together with the student and monitor progress regularly, e.g., goals related to greeting peers, initiating or maintaining conversations, asking for help, taking turns in communication, joining group activities, responding appropriately to others, or recognising basic social cues.\n\n:::\n\n\n:::tip\nUse visual charts, progress trackers, checklists, or goal sheets to support self-monitoring and regular review of social skill development.\n\n:::\n\n* Planned social skills practice\n\n\n:::tip\nPlan regular activities that explicitly teach and practise social interaction skills, such as entering an ongoing discussion, taking turns in conversation, listening actively, asking follow-up questions, expressing agreement or disagreement respectfully, giving constructive feedback, negotiating roles in group work, and recognising others’ perspectives and social cues.\n\n:::\n\n\n:::tip\nProvide structured opportunities for interaction through pair discussions, small-group tasks, cooperative projects, debates, peer-feedback activities, online discussion forums, or shared digital workspaces.\n\n:::\n\n* Regular reflection on classroom interactions\n\n\n:::tip\nInclude regular opportunities to discuss situations that arise during classroom interactions and help students analyse different perspectives, emotions, and possible responses.\n\n:::\n\n### Adjustment of teaching methods and forms for the student\n\n* Use real-life situations and perspective taking\n\n\n:::tip\nDiscuss concrete everyday situations and guide students in interpreting them from different points of view.\n\n:::\n\n\n:::tip\nUse case studies and real-life examples to model positive social interactions and problem-solving strategies.\n\n:::\n\n* Structured peer interaction\n\n\n:::tip\nProvide supportive peer partnerships, pair work, small-group activities, or peer mentoring to facilitate social interaction and communication practice. \n\n:::\n\n\n:::tip\nEnsure that collaborative tasks have clear roles and expectations for each participant.\n\n:::\n\n* Structured social skills training\n\n\n:::tip\nUse role-plays, social scenarios, and other structured activities to practise initiating conversations, joining discussions, giving feedback, resolving misunderstandings, and other social interactions in everyday school situations, within a safe and predictable environment.\n\n:::\n\n### Providing special aids: technologies / media / materials / personnel / AAC\n\n* Materials supporting social interaction practice\n\n\n:::tip\nUse videos, flashcards, visual cues, objects, scenario cards, or other concrete materials during role-plays, discussions, and social skills activities. \n\n:::\n\n\n# **3 Emotional and Behavioural Needs**\n\n## **3.1 Emotional Regulation Support**\n\n### **Organisation of the teaching and learning setting**\n\n* Provide a predictable and emotionally safe environment\n\n\n:::tip\nEstablish consistent daily routines and display the structure of the lesson/day visibly.\n\n:::\n\n\n:::tip\nInform students in advance about changes in routines, activities, or expectations.\n\n:::\n\n\n:::tip\nUse visual schedules, clear daily routines, and predictable procedures to reduce uncertainty and anxiety.\n\n:::\n\n* Provide access to emotional regulation strategies and calming spaces\n\n\n:::tip\nTeach students to recognise situations connected with increased stress, frustration, anxiety, or emotional overload.\n\n:::\n\n\n:::tip\nEstablish clear procedures students can follow when they do not feel safe, become overwhelmed, or need support.\n\n:::\n\n\n:::tip\nAgree on an individual signal (e.g., gesture, card, or object) that the student can use to communicate increased tension, fatigue, anxiety, or the need for a break.\n\n:::\n\n\n:::tip\nAllow short, structured breaks when needed.\n\n:::\n\n\n:::tip\nProvide access to a quiet or calming space where students can regulate emotions.\n\n:::\n\n\n:::tip\nWhen appropriate, allow all students to use this space to avoid stigmatisation.\n\n:::\n\n* Cooperate with families and relevant support services, such as educational, social, and health services, when appropriate.\n\n\n:::tip\nEstablish regular communication with families to support consistency between home and school approaches.\n\n:::\n\n\n:::tip\nShare with families the emotional regulation strategies introduced and practised at school and encourage their consistent use across different settings, such as at home and at school.\n\n:::\n\n### **Adjustments of educational content and activity planning**\n\n* Plan activities that promote emotional safety and cooperation.\n\n\n:::tip\nPrefer cooperative activities over activities based mainly on competition, especially when competition may increase stress or frustration.\n\n:::\n\n\n:::tip\nUse collaborative games, simulations, problem-solving activities, and group challenges that encourage participation and shared responsibility, e.g., collaborative storytelling, team problem-solving tasks, classroom simulations, cooperative games with shared outcomes, etc.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* Support emotional awareness and identification\n\n\n:::tip\nHelp students recognise and name different emotions and understand how emotions influence their thoughts, behaviour, and interactions with others.\n\n:::\n\n\n:::tip\nSupport students in identifying personal triggers and early signs of stress, frustration, anxiety, or emotional overload.\n\n:::\n\n\n:::tip\nUse age-appropriate tools such as emotion scales (e.g., rating stress or anxiety from 1–10), self-reflection sheets, mood check-ins, personal regulation plans, or brief digital check-ins to help students identify and communicate their emotional state.\n\n:::\n\n* Teach and practise emotional regulation and coping strategies\n\n\n:::tip\nExplicitly teach students strategies for recognising, communicating, and managing emotions in challenging situations, such as frustration, anxiety, disappointment, or stress.\n\n:::\n\n\n:::tip\nPractise these strategies through modelling, role-play, discussion, and reflection on real-life situations. Encourage students to practise different regulation strategies, such as asking for help, taking a short, structured break, using breathing or relaxation techniques, using positive self-talk, using movement or physical activity to reduce tension, or using an agreed signal to indicate the need for support or a break.\n\n:::\n\n\n:::tip\nHelp students identify which strategies are most effective for them in different situations and encourage their independent use in everyday school situations.\n\n:::\n\n* Support motivation and self-confidence\n\n\n:::tip\nProvide positive feedback and praise students’ effort, improvement, and successful use of emotional regulation strategies.\n\n:::\n\n\n:::tip\nUse specific feedback that highlights the successful use of emotional regulation strategies rather than general praise, e.g., \"I noticed that you took a break before you became overwhelmed,\" or \"I noticed that you asked for help when the task became difficult.\"\n\n:::\n\n\n:::tip\nProvide opportunities for students to experience success and strengthen their self-confidence.\n\n:::\n\n* Reflect on challenging situations\n\n\n:::tip\nDiscuss difficult situations with students and help them understand what happened, how they felt, and what strategies might be helpful next time.\n\n:::\n\n\n:::tip\nGuide students to identify alternative responses and coping strategies.\n\n:::\n\n\n:::tip\nFocus on learning from situations rather than punishment only.\n\n:::\n\n### **Providing special aids: technologies / media / materials / personnel / AAC**\n\n* Provide emotional regulation and self-monitoring supports\n\n\n:::tip\nUse age-appropriate supports according to individual student needs, such as emotion scales, self-monitoring checklists, self-reflection sheets, personal regulation plans, visual reminders of regulation strategies, timers, calming tools, or digital applications that support emotional self-monitoring and self-regulation.\n\n:::\n\n* Provide personnel support when needed\n\n\n:::tip\nInvolve teaching assistants or other professionals when additional support with emotional regulation and coping is necessary.\n\n:::\n\n\n:::tip\nEnsure that support personnel understand agreed strategies and procedures.\n\n:::\n\n\n## **3.2 Positive Behavioural Interventions and Support (PBIS)**\n\n### **Organisation of the teaching and learning setting**\n\n* Create a safe and supportive classroom culture\n\n\n:::tip\nFoster an inclusive classroom environment where students feel accepted, respected, and supported.\n\n:::\n\n\n:::tip\nEncourage respectful communication and constructive ways of expressing concerns.\n\n:::\n\n\n:::tip\nSupport students’ self-esteem and sense of belonging.\n\n:::\n\n* Develop classroom behaviour expectations collaboratively\n\n\n:::tip\nInvolve students in creating classroom rules and expectations.\n\n:::\n\n\n:::tip\nVisualise rules, positive behaviours, and agreed responses to challenging behaviour.\n\n:::\n\n\n:::tip\nEnsure that students understand how positive behaviour is recognised and how difficulties are addressed.\n\n:::\n\n### **Adjustments of educational content and activity planning**\n\n* Plan activities that support participation and positive interaction\n\n\n:::tip\nStructure activities so that all students can participate and experience success.\n\n:::\n\n\n:::tip\nProvide clear roles and expectations during group activities to support cooperation and reduce conflict.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* Use positive reinforcement to strengthen appropriate behaviour\n\n\n:::tip\nRecognise positive behaviour, cooperation, respectful communication, and successful interaction with others.\n\n:::\n\n\n:::tip\nProvide specific feedback describing the behaviour that was successful.\n\n:::\n\n\n:::tip\nUse students’ interests and strengths to increase motivation and engagement.\n\n:::\n\n* Support problem-solving and learning from mistakes\n\n\n:::tip\nGuide students to reflect on challenging situations by identifying what triggered the situation, how they responded, which strategies were helpful, and what they could do differently next time.\n\n:::\n\n\n:::tip\nHelp students understand the consequences of their behaviour for themselves and others. Guide them to identify alternative, more appropriate responses for similar situations in the future.\n\n:::\n\n\n:::tip\nSupport repairing relationships after conflicts or misunderstandings.\n\n:::\n\n* Teach positive social and behavioural skills through structured activities.\n\n\n:::tip\nUse role-play, discussion, scenarios, and other structured activities to practise: managing conflicts, expressing needs appropriately, negotiating solutions, understanding others’ perspectives.\n\n:::\n\n### **Providing special aids: technologies / media / materials / personnel / AAC**\n\n* Use materials supporting positive behaviour\n\n\n:::tip\nUse visual supports such as visual displays of behaviour expectations, visual routines, scenario cards, social stories, behaviour cue cards, and self-monitoring checklists.\n\n:::\n\n\n# **4 Mobility and Sensory Needs**\n\n## **4.1 Accessibility and Mobility Support**\n\n### **Organisation of the teaching and learning setting**\n\n* Adapt the learning environment to students' mobility needs.\n\n\n:::tip\nEnsure that the classroom environment accommodates diverse mobility needs.\n\n:::\n\n\n:::tip\nProvide adjustable desks, clear pathways, and access to necessary equipment and learning materials.\n\n:::\n\n* Ensure sufficient manoeuvring space for wheelchair users.\n\n\n:::tip\nProvide sufficient space for safe movement wherever learning takes place.\n\n:::\n\n\n:::tip\nEnsure sufficient manoeuvring space, including a turning circle of at least 1.5 metres for wheelchair users where appropriate.\n\n:::\n\n* Ensure access to all learning environments.\n\n\n:::tip\nEnsure that students with mobility needs can access laboratories, libraries, sports facilities, outdoor learning spaces, school events, and excursions on an equal basis with their peers.\n\n:::\n\n* Consider students’ individual temperature regulation needs.\n\n\n:::tip\nBe aware that some students may become overheated or excessively cold even when the conditions appear comfortable to others.\n\n:::\n\n\n:::tip\nAllow simple adjustments, such as changing clothing layers, accessing drinks, blankets or cooling aids, changing seating, or moving temporarily to a warmer or cooler space.\n\n:::\n\n\n:::tip\nConsider temperature regulation when planning physical activities, outdoor learning, excursions and transport. Ensure that relevant staff recognise the student’s individual warning signs and know the agreed response.\n\n:::\n\n* Plan for emergency safety and evacuation.\n\n\n:::tip\nEnsure that emergency procedures and evacuation arrangements are accessible to students with mobility needs.\n\n:::\n\n\n:::tip\nEnsure that all relevant staff understand their roles and responsibilities during emergency situations.\n\n:::\n\n### **Adjustments of educational content and activity planning**\n\n* Adapt practical learning activities when needed.\n\n\n:::tip\nPlan practical and hands-on learning activities so that students with mobility needs can participate safely and meaningfully.\n\n:::\n\n\n:::tip\nWhen appropriate, modify equipment, task organisation, or procedures while maintaining the intended learning outcomes.\n\n:::\n\n* Consider fatigue and fluctuations in attention when planning learning activities.\n\n\n:::tip\nRecognise that some students with mobility needs may experience fatigue and fluctuations in attention throughout the school day.\n\n:::\n\n\n:::tip\nPlan learning activities with sufficient flexibility.\n\n:::\n\n\n:::tip\nAllow opportunities for students to take short breaks, adjust their position, or vary activities when needed.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* Provide flexible ways for students with mobility needs to participate in learning activities.\n\n\n:::tip\nAdapt classroom activities so that students with mobility needs can participate on an equal basis with their peers.\n\n:::\n\n\n:::tip\nModify the organisation of activities, group work, or practical tasks when necessary while maintaining the intended learning outcomes.\n\n:::\n\n* Encourage cooperative learning.\n\n\n:::tip\nUse collaborative learning activities that promote equal participation.\n\n:::\n\n\n:::tip\nEnable students with mobility needs to contribute according to their strengths and abilities.\n\n:::\n\n\n:::tip\nEncourage peer support when appropriate.\n\n:::\n\n### **Providing special aids: technologies / media / materials / personnel / AAC**\n\n* Provide access to assistive technologies and compensatory aids.\n\n\n:::tip\nOffer assistive technologies and compensatory aids according to individual student needs, such as adapted or adjustable furniture, positioning equipment, computer access devices, environmental control systems, communication aids (including AAC when appropriate), or other specialised equipment that supports participation in learning activities.\n\n:::\n\n* Provide personnel support when needed.\n\n\n:::tip\nAllow teaching assistants or personal assistants to support students' mobility within and outside the classroom, assist students in using learning materials and assistive technologies, and facilitate participation in educational activities while encouraging students' independence whenever possible.\n\n:::\n\n## **4.2 Visual Support**\n\n### Organisation of the teaching and learning setting\n\n* Optimise lighting conditions in the classroom.\n\n\n:::tip\nUse natural lighting whenever possible.\n\n:::\n\n\n:::tip\nEnsure that workspaces are well illuminated.\n\n:::\n\n\n:::tip\nAllow students to adjust lighting according to their individual visual needs whenever possible.\n\n:::\n\n\n:::tip\nMinimise glare and recognise that some students may benefit from reduced lighting because of photophobia.\n\n:::\n\n* Optimise seating according to students' visual needs.\n\n\n:::tip\nSelect seating arrangements based on students' individual visual needs and preferences.\n\n:::\n\n\n:::tip\nConsult students about the seating position that best supports access to learning materials and classroom instruction.\n\n:::\n\n\n:::tip\nConsider the use of specialised equipment, such as Braille writing devices, when planning seating arrangements.\n\n:::\n\n* Maintain an accessible and predictable classroom environment.\n\n\n:::tip\nKeep classroom furniture and equipment in consistent locations.\n\n:::\n\n\n:::tip\nEnsure clear pathways for safe movement.\n\n:::\n\n\n:::tip\nEncourage all students to keep walkways free of personal belongings.\n\n:::\n\n\n:::tip\nInform students whenever significant changes are made to the classroom layout.\n\n:::\n\n* Provide appropriate workspace and viewing conditions.\n\n\n:::tip\nEnsure sufficient workspace for learning materials and assistive technologies.\n\n:::\n\n\n:::tip\nProvide adjustable desks or desk tops when appropriate.\n\n:::\n\n\n:::tip\nAllow students to choose a viewing distance that best supports their visual access.\n\n:::\n\n### Adjustments of educational content and activity planning\n\n* Provide information in accessible formats.\n\n\n:::tip\nOffer alternative formats for visual learning materials, including audio descriptions, tactile materials, Braille, or enlarged print, according to students' individual needs.\n\n:::\n\n* Design learning materials with clear visual structure.\n\n\n:::tip\nOrganise documents and learning materials in a logical and consistent manner. \n\n:::\n\n\n:::tip\nPresent information in a clear sequence using headings, lists, and predictable layouts to support navigation and comprehension.\n\n:::\n\n* Use accessible visual design.\n\n\n:::tip\nUse high contrast between text and background.\n\n:::\n\n\n:::tip\nMinimise unnecessary visual clutter.\n\n:::\n\n\n:::tip\nAvoid distracting patterns.\n\n:::\n\n\n:::tip\nUse colours that improve readability.\n\n:::\n\n* Adapt practical learning activities when needed.\n\n\n:::tip\nPlan practical and hands-on learning activities so that students with visual impairment can participate safely and meaningfully. \n\n:::\n\n\n:::tip\nWhen appropriate, modify equipment, materials, procedures, or task organisation while maintaining the intended learning outcomes.\n\n:::\n\n* Consider visual fatigue when planning learning activities.\n\n\n:::tip\nSchedule regular breaks during activities requiring prolonged visual concentration.\n\n:::\n\n\n:::tip\nAlternate visually demanding activities with tasks that rely on other sensory modalities.\n\n:::\n\n### Adjustment of teaching methods and forms for the student\n\n* Describe verbally important visual information.\n\n\n:::tip\nWhen visual information essential for understanding is not fully accessible, provide verbal descriptions, including written information on the board or screen, diagrams, demonstrations, gestures, facial expressions, and other relevant visual cues.\n\n:::\n\n* Support multisensory learning.\n\n\n:::tip\nPresent information through a combination of visual, auditory, and tactile modalities to provide multiple ways for students to access and process learning content.\n\n:::\n\n* Allow flexibility in visual access.\n\n\n:::tip\nAllow students to adjust their viewing position, move closer to demonstrations or displays.\n\n:::\n\n\n:::tip\nRespect students' preferences regarding the visual conditions that best support their learning.\n\n:::\n\n* Allow additional time when needed.\n\n\n:::tip\nProvide extended time for assignments, classroom tasks, and examinations that require intensive reading or visual processing.\n\n:::\n\n### Providing special aids: technologies / media / materials / personnel / AAC\n\n* Provide appropriate assistive technologies and specialised materials.\n\n\n:::tip\nOffer assistive technologies and specialised materials according to individual needs, such as Braille displays or Braille writing devices, screen readers, magnification software, optical or electronic magnifiers, tactile graphics, embossed diagrams, audio materials, or other specialised equipment that supports participation in learning.\n\n:::\n\n\n:::tip\nEnsure that assistive technologies are available and functioning properly before learning activities begin.\n\n:::\n\n* Adapt printed and digital materials.\n\n\n:::tip\nProvide enlarged print when appropriate.   \n\n:::\n\n\n:::tip\nPrepare printed and digital materials using accessible fonts (e.g. Arial, Verdana, or Calibri).\n\n:::\n\n\n:::tip\nUse adequate character spacing, increased line spacing, and clear page layouts.\n\n:::\n\n* Simplify visual materials.\n\n\n:::tip\nReduce unnecessary visual detail. \n\n:::\n\n\n:::tip\nPresent information in manageable sections.\n\n:::\n\n\n:::tip\nHighlight essential information to minimise visual overload.\n\n:::\n\n* Provide personnel support when needed.\n\n\n:::tip\nWhen appropriate, ensure that teachers, teaching assistants, or other support staff assist students in accessing visual information, using assistive technologies, and participating independently in classroom activities while promoting autonomy whenever possible.\n\n:::\n\n\n## **4.2 Hearing Support**\n\n### **Organisation of the teaching and learning setting**\n\n* Optimise seating and visibility for communication.\n\n\n:::tip\nArrange seating to meet students' individual hearing and communication needs.\n\n:::\n\n\n:::tip\nEnsure that students can clearly see the faces of teachers and classmates by positioning yourself appropriately and organising seating to support lip-reading or other visual communication strategies.\n\n\n:::\n\n* Optimise classroom lighting.\n\n\n:::tip\nEnsure that the faces of speakers are well illuminated to support lip-reading and visual communication.\n\n:::\n\n\n:::tip\nAvoid positioning speakers in front of bright windows or other strong light sources that create backlighting and make facial expressions and lip movements difficult to see.\n\n:::\n\n* Optimise classroom acoustics.\n\n\n:::tip\nMinimise background noise and other unnecessary auditory distractions during learning activities.\n\n:::\n\n\n:::tip\nUse carpets, curtains, noticeboards, acoustic panels, or other soft furnishings to reduce reverberation.\n\n:::\n\n\n:::tip\nReduce avoidable classroom noise, for example by fitting chairs and desks with protective leg pads, limiting unnecessary movement during instruction, or closing doors and windows when external noise interferes with communication.\n\n:::\n\n### **Adjustments of educational content and activity planning**\n\n* Provide information in accessible formats.\n\n\n:::tip\nPrepare written notes, handouts, worksheets, and presentation materials.\n\n:::\n\n\n:::tip\nEnsure that written materials complement spoken instruction.\n\n:::\n\n* Adapt audio and multimedia materials.\n\n\n:::tip\nProvide captions for audio and video materials whenever possible.\n\n:::\n\n\n:::tip\nProvide written transcripts when captions are unavailable or insufficient.\n\n:::\n\n* Plan accessible learning activities.\n\n\n:::tip\nReplace activities that rely exclusively on listening with accessible alternatives when appropriate.\n\n:::\n\n\n:::tip\nPlan learning activities that provide multiple ways for students to access information.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* Gain students' attention before speaking.\n\n\n:::tip\nEnsure that students are ready to receive spoken information before beginning to speak.\n\n:::\n\n\n:::tip\nPause briefly after gaining visual attention before giving important instructions or explanations.\n\n:::\n\n* Give clear and accessible instructions.\n\n\n:::tip\nPresent instructions in short, manageable steps.\n\n:::\n\n\n:::tip\nUse simple and unambiguous language.\n\n:::\n\n\n:::tip\nSupport spoken instructions with written or visual cues whenever appropriate.\n\n:::\n\n\n:::tip\nDisplay important instructions and key vocabulary in written form.\n\n:::\n\n\n:::tip\nIf students do not understand, reformulate information using different words rather than simply repeating the same sentence more loudly.\n\n:::\n\n\n:::tip\nProvide additional examples or visual explanations when needed.\n\n:::\n\n* Support understanding.\n\n\n:::tip\nCheck understanding regularly using open-ended questions.\n\n:::\n\n\n:::tip\nEncourage students to explain information in their own words.\n\n:::\n\n\n:::tip\nClarify misunderstandings immediately.\n\n:::\n\n\n:::tip\nAllow sufficient time for students to process spoken information and formulate their responses.\n\n:::\n\n\n:::tip\nAvoid rushing classroom discussions or questioning.\n\n:::\n\n\n:::tip\nRecognise that students cannot simultaneously lip-read, follow visual materials, and take detailed notes.\n\n:::\n\n* Support spoken communication with visual and multisensory information.\n\n\n:::tip\nPresent key concepts using whiteboards, presentations, diagrams, graphic organisers, or other visual supports.\n\n:::\n\n\n:::tip\nReinforce spoken explanations with visual representations whenever appropriate.\n\n:::\n\n\n:::tip\nPresent information through multiple modalities, such as auditory, visual, and tactile, to support students' access to and processing of learning content.\n\n:::\n\n* Use accessible communication.\n\n\n:::tip\nUse direct and unambiguous language when clear understanding is essential.\n\n:::\n\n\n:::tip\nBe aware that figurative language, irony, sarcasm, or indirect communication may be more difficult for some students to interpret.\n\n:::\n\n\n:::tip\nEncourage classmates to communicate clearly and respectfully during collaborative activities.\n\n:::\n\n* Facilitate accessible classroom discussions.\n\n\n:::tip\nEstablish clear turn-taking so that only one person speaks at a time.\n\n:::\n\n\n:::tip\nClearly indicate who is speaking before each contribution.\n\n:::\n\n\n:::tip\nAllow sufficient time for students to identify the current speaker.\n\n:::\n\n\n:::tip\nRecord key ideas and arguments on a whiteboard or digital tool.\n\n:::\n\n\n:::tip\nSummarise important discussion points visually.\n\n:::\n\n\n:::tip\nHighlight conclusions and agreed actions in written form.\n\n:::\n\n### **Providing special aids: technologies / media / materials / personnel / AAC**\n\n* Support the effective use of hearing and communication technologies.\n\n\n:::tip\nSupport students in using hearing and communication technologies appropriate to their individual needs, such as hearing aids, cochlear implant-compatible technologies, FM or remote microphone systems, or other assistive listening devices.\n\n:::\n\n\n:::tip\nUse speech-to-text or real-time captioning technologies when appropriate.\n\n:::\n\n\n:::tip\nEnsure that hearing and communication technologies are functioning properly before learning activities begin.\n\n:::\n\n* Provide communication supports.\n\n\n:::tip\nEnable the use of Augmentative and Alternative Communication (AAC) when appropriate.\n\n:::\n\n\n:::tip\nSupport students in using sign language or sign-supported communication according to their communication preferences.\n\n:::\n\n\n:::tip\nEnsure that students can participate fully in classroom communication regardless of the communication method used.\n\n:::\n\n* Provide personnel support when needed.\n\n\n:::tip\nInvolve teaching assistants or other support staff when appropriate.\n\n:::\n\n\n:::tip\nProvide access to sign language interpreters or note-takers when required.\n\n:::\n\n\n:::tip\nEnsure that personnel support promotes students' active participation and independence whenever possible.\n\n:::\n\n## \n\n# **5 Health and Medical Needs**\n\n### **Organisation of the teaching and learning setting**\n\n* Collaborate with parents and health professionals.\n\n\n:::tip\nWork closely with parents to understand students' individual health needs.\n\n:::\n\n\n:::tip\nCollaborate with healthcare professionals or therapists whenever possible.\n\n:::\n\n\n:::tip\nShare relevant health information with appropriate school staff while respecting confidentiality.\n\n:::\n\n* Develop a written health support plan.\n\n\n:::tip\nDocument relevant information about students' ongoing health needs, including daily support requirements, medications, possible triggers, emergency procedures, and agreed arrangements for managing health needs during the school day. \n\n:::\n\n\n:::tip\nEnsure that the plan is accessible to relevant school staff.\n\n:::\n\n\n:::tip\nReview and update the plan regularly.\n\n:::\n\n* Support students' routine health needs during the school day.\n\n\n:::tip\nEnsure that agreed arrangements enable students to manage their routine health needs safely and without unnecessary delay.\n\n:::\n\n\n:::tip\nImplement agreed arrangements to enable students to take prescribed medication, use medical devices, monitor their health condition, or take a short rest when needed.\n\n:::\n\n\n:::tip\nEncourage students' independence while providing support appropriate to their age and individual needs.\n\n:::\n\n* Ensure emergency preparedness.\n\n\n:::tip\nDevelop emergency response procedures for students with medical conditions.\n\n:::\n\n\n:::tip\nEnsure that emergency procedures, relevant health information, and contact details are readily available to appropriate staff.\n\n:::\n\n\n:::tip\nKeep first-aid equipment readily available and ensure that staff know how to access it.\n\n:::\n\n\n:::tip\nEnsure that staff understand their roles and responsibilities during emergencies.\n\n:::\n\n### **Adjustments of educational content and activity planning**\n\n* Plan learning activities according to students' health needs.\n\n\n:::tip\nConsider medical restrictions when planning classroom activities.\n\n:::\n\n\n:::tip\nAdapt practical or physical activities when necessary while maintaining intended learning outcomes.\n\n:::\n\n* Consider fatigue and health fluctuations when planning learning activities.\n\n\n:::tip\nRecognise that students' health status may fluctuate during the school day.\n\n:::\n\n\n:::tip\nPlan flexible schedules when appropriate.\n\n:::\n\n\n:::tip\nPlan opportunities for rest or changes in activity when needed.\n\n:::\n\n* Plan for absences and continuity of learning.\n\n\n:::tip\nPrepare alternative ways for students to access learning during periods of illness or medical appointments.\n\n:::\n\n\n:::tip\nSupport students in completing missed learning activities.\n\n:::\n\n### **Adjustment of teaching methods and forms for the student**\n\n* **Monitor students' health during learning activities.**\n\n\n:::tip\nBe aware of changes in students' health or well-being that may affect their participation in learning.\n\n:::\n\n\n:::tip\nEncourage students to communicate when they feel unwell or need support.\n\n:::\n\n\n:::tip\nRespond appropriately according to the agreed health support plan when health concerns arise.\n\n:::\n\n* Provide flexible participation.\n\n\n:::tip\nAllow students to adjust their level of participation according to their health condition.\n\n:::\n\n\n:::tip\nModify activities temporarily without excluding students from learning.\n\n:::\n\n\n:::tip\nRespect students' pace and energy levels.\n\n:::\n\n* Support students during health-related situations.\n\n\n:::tip\nEnsure that students have immediate access to prescribed medication, medical devices, food, or drinks whenever required.\n\n:::\n\n\n:::tip\nProvide opportunities for short breaks or temporary withdrawal from activities when necessary.\n\n:::\n\n\n:::tip\nEncourage peer support when appropriate and acceptable to the student.\n\n:::\n\n### **Providing special aids: technologies / media / materials / personnel / AAC**\n\n* Ensure access to medical equipment and health-related resources.\n\n\n:::tip\nEnsure that students have access to the medical devices they require during school activities.\n\n:::\n\n\n:::tip\nBe familiar with any medical devices used by students and with the agreed procedures for supporting their safe use.\n\n:::\n\n* Provide personnel support when needed.\n\n\n:::tip\nInvolve teaching assistants, school nurses, or other trained personnel when appropriate.\n\n:::\n\n\n:::tip\nClarify roles and responsibilities for supporting students' medical needs.\n\n:::\n\n\n:::tip\nPromote students' independence whenever possible.\n\n:::","HTML":"<p>Uebersetzung konnte aktuell nicht geladen werden.</p>","UPDATEDAT":"2026-10-27T10:13:44.432Z","LANG":"de","ID":"8c0abf0c-73c0-4b84-a006-dc6833cf9dde","DEEPLRETRYAFTER":"2026-10-31 04:07:47","TITLE":"...for Needs","SOURCELANG":"en"}