Task instructions are easier to read with varied colour, fonts, highlights, pictures, and layouts!

Differentiate tasks with graphic organization or demo questions to help students learn effectively

Simple, consistent, and unrepetitive tasks help improve success and increase learning motivation

The following link includes some homework accommodation ideas: 

https://qrgo.page.link/Lg28x 

Establish routines and rules in advance

Example: Homework submission at specific stations and allow easier recognition of submission location          (e.g. using matching colours for homework and submission tray)

Example: Teach hand signals for different requests

Breaking down tasks for quicker success and higher motivation

Allow responses with gestures or response cards (e.g. Plickers) 

Allow physical movement as student ‘helpers’ or have wiggle seats/fidget cubes in pockets (anything non-distracting)

Give breaks (supervised breaks in exam)

Give enough task time (extra time in public exam requires support from Educational Psychologist)

Set reasonable total homework duration (e.g. 10 mins max per grade; P.5 = 50mins max)

Assignments in different formats like short videos, presentations, and drama

Tablets/computers can assist in retaining students’ attention. To find more appropriate assistive technology in teaching, you may visit: https://www.atselect.org/

Create designated areas for materials/activities

Picture demo and guideline on tidying drawers

Provide time for student planner copying regularly before class ends and check their planners regularly

Provide printed guiding notes and teach note-taking techniques

Provide models for students’ work pace (e.g. 1 min per question) and help set time limits (especially in projects and revision)

Other examples

Visual and verbal reminders of previous lesson materials, lesson objectives, upcoming activities, task time remaining, lesson summaries, what to do during lesson transitions, materials required in the lesson (specify each point), etc.

Check understanding by asking students to rephrase task instructions

Teach memory aids (e.g. mnemonics)

Provide clear expectations and teach self-monitoring

Set reasonable and specific expectations: optimal challenges and avoid misunderstanding

Teach them to use checklists and memo pads for self-monitoring

Reaching expectations and self-efficacy help build self-esteem

Seating away from windows/ doors, near side of room if fidgety, near teacher, surrounded by role models (especially in group work), in special rooms for exams

Regular reminder to tidy up desks/drawers and keep only necessary items

Present tasks uninterrupted, one after another

Utilizing the above strategies to benefit the whole class, make your classroom an inclusive classroom!

Acknowledge that different students may have different means of learning effectively. 

If a strategy is helpful to some students, make it a class strategy! Applying strategies to individuals only may contribute to unnecessary embarrassment or discrimination. 

Design your class with Universal Design for Learning guidelines so all students with different interests and abilities can access knowledge without barrier: https://udlguidelines.cast.org/