Module 2: Teaching in the Context of Meaningful Routines and Using the Inclusion Planning Matrix
Inclusion Planning Matrix Examples
The planning matrix can include a wide variety of routines, IEP objectives, and specific tasks. The following example represents the variety available across these three components and is not the expected number of selections for an actual matrix.
Designing a matrix for your student should be a collaborative task with each member of the student’s team contributing not just their individual specialties but having shared design responsibilities. Planning matrices are the ideal tool for transdisciplinary teams. The individual student websites hosted by Inclusion Outreach allow for distance collaboration with the IO team members to assist in the design of a planning matrix. The Planning Matrix examples includes suggestions for elementary, middle, and high school students.
Planning Matrix Example for Elementary School Students
On mobile devices, please scroll within the table to view the whole chart.
IEP Objectives and Skills | ||||||
---|---|---|---|---|---|---|
Make choices | Identify people who are important | Participate in activities that support well-being | Be part of a group with support | Use senses to explore materials | ||
Routines | Arrival | Greet students and staff using a wave | Help to pull arm from sleeve of coat | Recognize their name above cubby | ||
Presence | Competence | Competence | ||||
Calendar Time | Share to the class something that happened at home using the AAC device | Transfer to an adapted chair to join the class on the carpet | Take a turn to hang the weather cards | |||
Competence | Inclusion | Respect | ||||
Literacy | Choose between two books on Pictello | Share the Pictello story with students in a small reading group | Listen to the stories the other students are reading out loud | |||
Choice | Competence | Respect | ||||
Washroom | Make eye contact with EA to initiate the routine/give consent | Help to lift her own bottom when on the change table | ||||
Respect | Competence | |||||
Snack | Join a small group of students at a table and participate in conversation using AAC | Smell foods | ||||
Inclusion | Competence | |||||
Recess | Transfer to power wheelchair and drive to get outside | Help hold the rope during a skipping game with friends | ||||
Presence | Inclusion | |||||
Gym | Choose partner using AAC | Direct the group game using the spinner | Explore gym equipment (ball, hoop) | |||
Choice | Competence | Inclusion | ||||
Numeracy | Use the stander to access math stations around the classroom | Math manipulatives to learn concept of one and more | ||||
Inclusion | Competence |
Planning Matrix Example for Middle School Students
On mobile devices, please scroll within the table to view the whole chart.
IEP Objectives and Skills | ||||||
---|---|---|---|---|---|---|
Make choices | Respond to communication from peers and adults | Participate in activities that support well-being | Be part of a group with support | Interact with materials to explore senses | ||
Routines | Arrival | Use AAC device to say, “Hi” when arriving at school | Go to locker, hang up coat, check iPad is charged | |||
Presence | Competence | |||||
English | Choose a book by looking towards it when presented with two options | Look up some Punjabi words to contribute to a small group project. Work on a novel study | ||||
Choice | Respect | |||||
Math | Press a switch to operate a spinner to select numbers for the math quiz | Use pencils or other classroom items to learn the concept of “one” and “more” | ||||
Competence | Competence | |||||
French | Choose a classmate using Touch Chat to answer a question in French | Partner with a classmate to input the answer to the question and share with the class | ||||
Inclusion | Inclusion | |||||
Lunch | Choose a drink by looking at two options | Request the drink from the person working the concession using Touch Chat | Wash hands, tidy table up when finished | |||
Choice | Competence | Competence | ||||
Physical and Health Ed | Choose the station they want to start at | Use walker to participate in soccer skills practice | ||||
Choice | Inclusion | |||||
Science | Use AAC device to comment on a peer's work | Press a switch to activate a fan to study air pressure | ||||
Respect | Competence | |||||
Leave for home | Say goodbye to the teacher and classmates | Wash hands, put on coat | ||||
Presence | Competence |
Planning Matrix Example for High School Students
On mobile devices, please scroll within the table to view the whole chart.
IEP Objectives and Skills | ||||||
---|---|---|---|---|---|---|
Make a choice about things I value (what I will do today) | Direct people how to best help me | Press a switch to make something happen | Communicate likes and dislikes in a group setting | Participate in activities that support independence in adult life after graduation | ||
Routines | Arrival/A.M. exercise | Choose which sports baseball cap to wear for the day | Ask my EA a question using the PODD: “Can you help me in the weight room” | Put things away in locker, and take out the first block’s materials | ||
Choice | Competence | Competence | ||||
Homeroom | Ask a classmate, “Can I sit next to you?” | Listen to others as they talk | Work on My Booklet for adult transition | |||
Presence | Respect | Inclusion | ||||
English | Choose a book in Tar Heel Reader that relates to the literature study | Advance the PowerPoint slides for a presentation | Borrow a book from the school library about country music all stars | |||
Choice | Respect | Competence | ||||
Washroom/Movement break | Choose between walking laps outside with a group or playing basketball with two others | Direct the EA to help with changing routine | Complete the last step of the hand washing routine | |||
Choice | Respect | Competence | ||||
Foods and nutrition | Choose between two options of recipes from Accessible Chef for the group | Use a switch and Powerlink to run small appliances | Prepare food for a snack or meal with support | |||
Inclusion | Competence | Competence | ||||
Physical education | Say hello to the PE teacher with the PODD book | Use the spinner to select the warm-up exercises for the group | Take a turn shooting basketball hoops with a partner | |||
Presence | Inclusion | Inclusion |
Opportunity for Practice: Planning Matrix
Download a Planning Matrix from the Inclusion Outreach website, or build your own inclusion planning matrix, for a student you are working with:
- Identify the key routines of the day, both classroom and individual routines
- List the IEP objectives or skills across the top
- For each routine, identify activities that relate to the objectives or skills
- Reference back to the Quality of Life Indicators and ensure the activity reflects one or more of the indicators