About this resource
Planning for diversity from the start reduces the need for later fixes. This checklist covers clear learning goals, multiple ways to access content, multiple ways to show learning, engagement and choice, the physical and sensory environment, and individual adjustments.
Purpose
To support planning that includes all learners from the start.
Who it is for
Primary profession: Educators and school support staff. Also relevant for occupational therapists, speech pathologists.
Client or participant group: Teachers and education support staff.
Practice setting: Primary and secondary classrooms.
Suggested uses
- Lesson and unit planning
- Peer planning sessions
- Graduate teacher support
- Reviewing lessons
Instructions for practitioners
- Use during planning, not only after a lesson.
- Consider students' learning plans and adjustments.
- Invite student feedback on what works.
- Consult allied health colleagues where relevant.
Accessibility considerations
Editable HTML source available for adaptation.
Scope and limitations
A planning checklist. Align with your curriculum and school's requirements for adjustments.
Research basis
Clear expectations, explicit teaching of routines and frequent positive feedback are evidence-based classroom practices; adjustments for students with disability are required under the Disability Standards for Education.
- Australian Government. Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
