Other considerations for planning and organisation
When setting homework consider what types of activities they could complete within a set time or to a set standard, and consider teaching students how to use a homework planner.
Consider asking families to use a consistent homework routine at home. This may be doing homework in a distraction-free area at a fixed time. They can also check that tasks in the planner are finished and provide encouragement.
The time between ending a lesson (for example, putting away a book) and starting a new lesson (for example, listening to instruction, carrying out the task, and waiting for start of lesson) may be challenging for some students. Provide plenty of time for students to transition, including time to refocus.
Clear visual and verbal instructions may be helpful for some students (for example, “I need you to check your timetable to see what room you are moving to next. After that, please check that you have everything you need for that class”).
Clear reminders of expectations may also support students with making positive transitions. For more information about supporting students with disability with transitions between educational settings access our transition page.
Other co-occuring conditions
Students may also have challenges with behaviour, emotions, learning and memory, and thinking/cognition, or experience attention-deficit/hyperactivity disorder, specific learning disability, intellectual disability, or oppositional defiant disorder.