![]() Use post it notes or columns to help prioritise what work needs to be done. we are using the computer at 10.00, but Plan B if the internet is down is playing Lego.ġ3. I find using the phrase Plan B is always helpful e.g. It is important to always let the student know any changes and what they will be doing instead. – Social Breaks (connect with friends virtually, play a game with family member)ġ2. – Brain Breaks (Creative, Movement, Mind or Joke breaks) – Sensory Breaks (access to sensory tools) Make sure to include different types of breaks. We have finished 1, 2, 3, NEXT we have to do 4, 5, 6ġ1. Check in regularly – for example go through the schedule in the morning, after morning tea, lunch, in the afternoon and at end of the day. I know this can be hard in these changing times, but having the framework gives a system to indicate changes.ġ0. Knowing ahead of time “what is happening when” will give a mental framework of what to expect. If possible, ‘preview’ the next day, week, month. Include visuals on the schedule to increase understandingĩ. It is better to say “It is time to start work now”Ĩ. “Can you start work” can be seen as a choice. ![]() Avoid words like could, would, can as they perceive them as a choice e.g. Be careful how you use words, students with autism are quite literal, which means they can misunderstand you.
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