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:

  1. Identify the key routines of the day, both classroom and individual routines
  2. List the IEP objectives or skills across the top
  3. For each routine, identify activities that relate to the objectives or skills
  4. Reference back to the Quality of Life Indicators and ensure the activity reflects one or more of the indicators