Today, just a weensy window into our world. At the recent IEP, the school gave wifey and I copies of the below. You can figure your kid is doing well – try to be happy about it! – when you haven’t been given one of these. As for us, well, this seems like a reasonable foundation. Why doesn’t this plan mention the promise that Dar will always receive 1-on-1 supervision? Why don’t we see a fuller description of the work station where he’s supposed to have all his individualized activities? What else am I missing? Feel free to ping me…truly.

Action Plan to Support [Dar] in the Classroom Environment

Dar requires a significant level of classroom and curriculum modification at the elementary level. Dar will require skillful supervision at all times of the school day to allow for participation and learning during the school day. Below are the adaptations and supports that will enable Dar to access the general education classroom and curriculum.

Classroom modifications/adaptive supports (to be applied in all areas throughout the school day)

  • Modification of all classroom curriculum to meet Dar’s current ability level, including incorporation of sensory experiences within the curriculum
  • Training given to staff (by PT) on how to work on supporting/cueing Dar for use of his left-side for functional education access (e.g. stabilizing a paper to write on)
  • Simplified directions given 1-step at a time
  • Allow for 10-15 seconds of processing time before re-prompting
  • Allow Dar to communicate via picture communications, attempted vocalizations, or reaching – acknowledge his choice by verbally confirming what he chose, “Oh you want the ____.”
  • Access to an appropriate chewy/oral motor toy to help with anxiety and avoid mouthing classroom objects

Academic work (for all academic time it is important to provide Dar with frequent positive support to avoid him becoming overly frustrated)

Group Work

  • Dar requires adaptive seating to help define his space within a group, including providing “place in space” as well as postural support
  • Close adult support to gently redirect Dar to task required
  • Provide visual and tactile supports during group interaction
  • Reward Dar with positive social interaction, praise, and adult eye-gaze when he engages appropriately

Individual work

  • Close adult support to gently redirect Dar to the task at hand
  • Use of visual blockers (standing folder or tri-board) to limit visual distractions (he is particularly distracted by leaves on trees)
  • Provide visual and tactile supports relevant to the activity
  • Reward Dar with positive social interaction, praise, and adult eye-gaze when he engages appropriately
  • Use of a visual task schedule for multiple step assignments
  • Use of a slant-board or vertical surface for writing or table-top tasks

During Transitions

  • Clear, consistent transition cues for group and individual transitions
  • Close adult support and supervision
  • Peer partners to help Dar transition
  • Avoid hand-holding, gentle prompt him with touch behind his shoulders

Unstructured Play

  • Close adult supervision (for safety)
  • Provide Dar with a choice between activities (starting with a field of two) to help direct his play


  • Close adult supervision during meals
  • Adaptive utensils and bowls (to assist in self-feeding and avoid frustration)
  • Encourage use of utensils over fingers for self-feeding


  • Close adult supervision for safety (balance and motor planning concerns)
  • Encourage Dar to explore a variety of motor activities on the play yard

Toileting and self-help skills

  • Dar should be taken to the bathroom on a regularly scheduled basis every day
  • Dar needs adult assistance removing his clothing and climbing onto the toilet seat
  • Dar needs adult assistance to climb off the toilet seat and redress himself
  • Dar needs physical prompting to complete all steps of hand-washing