·        Seat Mary away from windows or obscure the view out of the windows.

·        Seat Mary in the front of the classroom, near where the teacher spends most of the time teaching.

·        When giving directions or presenting a lesson stand near Mary.

·        Provide Mary with a sensory seat cushion. 


 ·        Give one or two directions, wait for  those to be followed, then give one or two more.

·        Provide Mary with directions in writing in addition to verbal directions.

·        Simplify Mary's worksheets and tests by keeping graphics to a minimum, targeting one skill at a time (I.e. all addition, all subtraction, all word problems, all patterns, etc) and one format (I.e. vertical equations only, horizontal equations only, multiple choice, etc).

·        Be direct, explicit, and concrete with directions and/or requests.  If Mary needs to be able to apply the directions to other situations, state the directions in generalized terms

·        When using abstract terms, sarcasm, figurative speech, idioms, slang, analogies or metaphors make sure Mary understands it and if she does not explain it.

·        Keep directions simple and clear.

·        Break long presentations into short segments.


 ·        Keep the amount of repetitive work Mary must do to a minimum.  Once Mary has grasped a concept/skill move on to the next one.

·        Provide Mary with alternative challenging activities during class activities that she finds to not be challenging.

·        Incorporate animals (I.e. speed of a cheetah) into lessons.

·        Limit homework to 20 minutes a day.

·        Assign homework for the week.

·        Special projects should be assigned as far ahead as possible with review points throughout the process.

·        Allow enough time for Mary to complete an assignment before moving on to the next assignment.  If it is not intended for an assignment to be completed in the time allotted, inform Mary of this before she starts working on the assignment.

·        Provide Mary with a daily schedule.

·        Provide Mary with alternatives to handwriting answers (I.e. using a computer, oral answers, having an aide write the answers) when the objective of the assignment is not improving penmanship.

·        Start teaching Mary the skills she will need to use assistive technology (i.e. keyboarding, word processing, etc).

·        On Mary's worksheets and tests provide extra space for her to write her answers in.

·        When Mary is doing individual deskwork, allow her to use a music system with headphones to help her focus.

·        Do not grade Mary’s handwriting.


 ·        Have Mary take standardized tests in a small group setting.


 ·        Daily parent teacher communication (I.e. e-mails) to communicate both positive and negative events that happened at school and positive and negative events that happened at home that may affect Mary's behaviors at school.

·        Trimesterly or more frequent parent teacher conferences.


 ·        Provide Mary with a way to indicate that she needs help when she is not comfortable raising her hand to ask for help.

·        Allow Mary to chew gum in the classroom.

·        Using signals (I.e. sign language) to inform Mary that she needs to be quiet, look at the teacher, etc.

·        Allow Mary to periodically get up from her seat and move around.

·        Use social stories to provide Mary with guidance on how to recognize cues and how to respond in different situations.

·        Develop and implement a behavior intervention plan.

·        Help Mary learn decision-making skills by talking your way through situations where you have to make a decision.


 ·        Prepare Mary both verbally and in writing for changes in routine starting several days before the change and continuing until the change has taken place.

·        Provide Mary with a warning, preferably verbal, before any transition.

·        Provide Mary with occupational therapy.

·        Have Mary participate in a lunchtime social skills group.

·        Provide Mary with formal social skills training.

·        Reinforce, in the classroom, what is being taught in social skills training and group.

·        Promote tolerance and understanding of the other students towards Mary.

·        Make sure all adults that work with Mary understand her disabilities and how they affect her behavior.

·        Have Mary help get the classroom ready each morning.

·        Have Mary help set up the classroom before her track comes back from vacation.

When each track comes back from provide Mary with a laminated map of which teacher/grade is in which classroom