GKR Alternative Needs
Disability and Inclusion
Learning Support Resources
Extra Learning Resources
-
Can be inattentive, hyperactive/impulsive, or combined type. Affects focus, impulse control, and energy regulation.
• STRENGTHS : High energy, creativity, quick thinking, strong problem-solving in fast-paced settings.
• CHALLENGES: Difficulty with sustained attention, organisation, memory, following routines, and impulse control.
• SUPPORT STRATEGIES:
• Break tasks into short, clear steps.
• Allow movement breaks.
• Use timers, checklists or visual cues.
• Praise effort and progress, not just outcomes.
• Give choices to increase engagement and autonomy.
-
A rare genetic condition affecting the nervous system and development. Often involves severe speech and intellectual disabilities, and a happy, excitable demeanour.
• STRENGTHS : Happy disposition, strong social interest, love of music, visual learning potential.
• CHALLENGES: Limited or absent speech, movement and balance difficulties, seizures, high support needs.
• SUPPORT STRATEGIES:
• Use visual supports and gestures consistently.
• Repeat simple routines and make transitions predictable.
• Focus on physical modelling and mirroring.
• Pair students with encouraging buddies.
• Limit verbal demands and celebrate engagement.
-
A combined neurotype where autism and ADHD traits interact in ways that create unique internal conflicts. It is not simply “autism plus ADHD.” Individuals may experience competing needs around structure vs novelty, routine vs impulsivity, and predictability vs stimulation.
• STRENGTHS: Creative thinking, strong pattern recognition, high energy, deep focus on interests, innovative problem-solving.
• CHALLENGES: Fluctuating attention and energy, internal push–pull between routine and impulsivity, emotional intensity, difficulty with transitions and task initiation, burnout risk.
• SUPPORT STRATEGIES:
• Provide structure with built-in flexibility
• Use clear, simple instructions
• Allow movement and regulation breaks
• Offer controlled choices
• Prioritise collaboration over control
-
A developmental condition that affects social communication, flexibility, and sensory processing.
Level 1 (Mild): Needs some support
Level 2 (Moderate): Needs substantial support
Level 3 (Severe): Needs very substantial support
• STRENGTHS: Deep focus on interests, unique perspective, honesty, pattern recognition, visual learning.
• CHALLENGES: Social communication, sensory overload, transitions, anxiety, emotional regulation.
• SUPPORT STRATEGIES:
• Use clear, concrete instructions with visual cues.
• Offer routine, predictability, and early warnings before transitions.
• Be patient with verbal responses — allow extra time.
• Reduce sensory overload (e.g., avoid shouting, limit background noise).
• Offer sensory tools.
• Respect their interests — use them for engagement.
-
Affects motor coordination and planning. May impact movement, speech, or daily tasks.
• STRENGTHS: Determination, verbal skills, creativity, empathy.
• CHALLENGES: Poor coordination, difficulty with sequencing movements, fatigue, low confidence in physical tasks.
• SUPPORT STRATEGIES:
• Break movements down into simple, repeatable chunks.
• Model slowly and repeat often.
• Avoid pressure to "keep up" — let them master movements at their own pace.
• Use visual or physical landmarks (e.g. “step to the dot”).
• Encourage rest breaks when needed.
-
Involves ongoing and excessive worry about a variety of things, even when there’s little or no reason to worry.
• STRENGTHS: Cautious, thoughtful, prepared, detail-focused.
• CHALLENGES: Overthinking, avoidance, physical symptoms (tummy aches, headaches), trouble focusing or sleeping.
• SUPPORT STRATEGIES:
• Reassure students they are safe and supported.
• Keep instructions positive and predictable.
• Avoid putting them on the spot; allow opt-in for demonstrations.
• Focus on effort and progress, not outcomes.
• Let them watch before joining an activity.
-
A diagnosis used in young children who are delayed in two or more developmental areas (e.g. speech, motor, social).
• STRENGTHS: Individual progress can be steady and rewarding, often respond well to repetition and structure.
• CHALLENGES: Slower learning pace, may need support in communication, self-care, and understanding routines.
• SUPPORT STRATEGIES:
• Repeat and rephrase instructions often.
• Use hands-on support and visual models.
• Encourage with specific praise (“Good stepping with your left foot!”).
• Be patient — revisit skills over multiple sessions.
• Match tasks to developmental level, not age.
-
Involves significant limitations in intellectual functioning and adaptive behaviour, which affects daily life and learning.
• STRENGTHS: Enjoyment of structured routines, consistency, and concrete learning methods.
• CHALLENGES: May need extra time to learn new skills, difficulty with abstract concepts, may struggle with problem-solving or independent tasks.
• SUPPORT STRATEGIES:
• Keep language concrete and visual.
• Allow processing time before repeating instructions.
• Use one-step instructions where possible.
• Link new skills to familiar ones.
• Offer lots of practice and repetition.
-
We reframe this as Persistent Drive for Autonomy.
PDA is a profile on the autism spectrum where individuals strongly avoid everyday demands due to anxiety around loss of control.
• STRENGTHS: Imaginative, socially aware, good at negotiation and creative thinking.
• CHALLENGES: High anxiety around demands, can appear oppositional, needs flexibility and autonomy to engage.
• SUPPORT STRATEGIES:
• Use indirect language (e.g., “I wonder if we could try this…”).
• Offer choices and shared control.
• Turn tasks into playful or role-based challenges.
• Avoid confrontation - redirect calmly and creatively.
• Praise in subtle ways that don't increase pressure.
-
Often linked to ADHD, this involves extreme emotional sensitivity to real or perceived rejection or criticism.
• STRENGTHS: Empathetic, driven to do well and please others, loyal and passionate.
• CHALLENGES: May shut down, lash out, or become anxious or depressed in response to perceived failure or disapproval.
• SUPPORT STRATEGIES:
• Use gentle, private feedback - avoid public correction.
• Focus on what they did well before giving tips.
• Be clear and kind - unpredictability can feel like rejection.
• Allow “cool-down” time if upset.
• Build trust and connection before challenging behaviour.
Glossary of Inclusion Terms
-
Everyday skills that help someone live and get along in the world - like talking, dressing, or following rules.
-
Things we believe about someone before really getting to know them. They can sometimes be wrong, so it’s important to stay open-minded.
-
Your ability to make your own choices and have control over your own body, actions, and decisions.
-
Learning through real things you can see, touch, or try — not just ideas or words.
-
When someone refuses to do something on purpose, often because they feel angry, unsafe, or like they don’t have control. It’s a behaviour, not who they are.
-
The different areas where people grow and learn. These include:
• Physical (movement and coordination)
• Cognitive (thinking and learning)
• Communication (understanding and expressing language)
• Social/Emotional (feelings and relationships)
• Adaptive (life skills like eating, dressing, following routines)
-
How someone uses words, signs, sounds, or actions to share their thoughts and feelings with others.
-
When someone is super focused on something (like a topic, object, or routine) and may find it hard to shift their attention away.
-
Doing things suddenly without stopping to think — like shouting out or jumping ahead in a game.
-
Having trouble staying focused or easily drifting off when something isn't interesting.
-
Something that makes a task or skill harder for someone, even if they’re trying their best.
-
Someone who uses only a few words or phrases to communicate. They might use gestures, pictures, or devices to help express themselves.
-
When you show someone how to do something by doing it yourself first, so they can copy and learn from you.
-
What naturally happens after an action, without punishment. For example, if you forget your shoes, your feet might get cold. It’s a way people learn from experience.
-
The body’s messaging system - it controls how you move, feel, think, and respond to the world.
-
Someone who doesn’t use spoken words to communicate. They might use body language, facial expressions, sounds, or communication tools instead.
-
When a person feels like they’ve done something wrong or are being judged - even if others didn’t mean it that way. This can feel especially strong for some people and affect their emotions or behaviour.
-
A good connection or sense of trust between people. When you have rapport, it’s easier to work together, learn, and have fun.
-
How someone understands what others are saying or showing — with words, tone, signs, or gestures.
-
Gently guiding someone’s attention or behaviour to something safer, more helpful, or more appropriate, without being forceful or bossy.
-
How we manage our emotions, energy, and behaviour to feel calm, focused, or safe.
-
When you notice how someone is feeling or acting and you do something helpful, calm, or kind to meet their needs.
-
Someone who feels overwhelmed or uncomfortable with certain sounds, textures, lights, or movements - so they might try to avoid them.
-
Someone who loves strong or interesting sensations, like spinning, bouncing, loud sounds, or bright colours - they might seek these out to feel good or focused.
-
Putting steps in the right order - like remembering what to do first, next, and last in a task.
-
A change from one activity, place, or routine to another. Some people find transitions tricky, especially if they aren’t given a warning or time to adjust.