Core Skills Analysis
Mathematics
- Developed number sense by working with concrete manipulatives, helping the 6‑year‑old link quantities to symbols while the 9‑ and 10‑year‑olds tackled multi‑digit addition and subtraction.
- Practised problem‑solving strategies such as drawing pictures or using a number line, supporting ADHD learners who benefit from visual, step‑by‑step cues.
- Applied oral math explanations, reinforcing auditory processing for dyslexic and ASD students and allowing the group to check reasoning aloud.
- Integrated safety awareness (e.g., brief movement breaks) to accommodate epilepsy triggers, ensuring sustained focus without overstimulation.
English (Reading)
- Built decoding skills through multi‑sensory phonics activities, giving the dyslexic learner repeated visual‑auditory exposure to letter sounds.
- Used graphic organisers to map story elements, aiding the ASD and OCD learners in structuring comprehension and reducing anxiety about open‑ended tasks.
- Encouraged reciprocal reading pairs, allowing the 9‑ and 10‑year‑olds to model fluent reading for the 6‑year‑old while practising turn‑taking for ADHD attention regulation.
- Incorporated short, predictable routines before each reading session, supporting PDA and ODD students by providing clear expectations and choice.
Personal and Social Capability
- Promoted self‑advocacy as each child identified personal strategies (e.g., fidget tools, breathing cues) that helped them stay on‑task during math and reading tasks.
- Fostered cooperative problem‑solving, requiring the three ages to negotiate roles and share resources, which builds empathy for neurodivergent peers.
- Provided structured reflection time after activities, enabling students with OCD and anxiety to verbalise feelings and develop coping language.
- Integrated brief movement or sensory breaks, supporting ADHD regulation and reducing seizure risk for the child with epilepsy.
Tips
Try a multi‑sensory math station where children manipulate base‑ten blocks while a teacher reads a short story that embeds the same numbers. Follow with a "story‑map" worksheet that pairs each math step with a picture from the text, reinforcing both numeracy and literacy. Schedule 5‑minute sensory breaks using a visual timer so students with ADHD, ASD, or epilepsy can reset without losing momentum. Finally, let each child choose a personal cue (a wristband, a deep‑breath count, or a fidget) to signal when they need support, encouraging independence and self‑regulation.
Book Recommendations
Learning Standards
- Mathematics – ACMNA001 (Number and place value) – supports multi‑digit operations and concrete‑pictorial‑abstract progression.
- Mathematics – ACMNA003 (Addition and subtraction) – aligns with problem‑solving and mental strategies used in the activity.
- English – ACELA1565 (Interpreting and analysing texts) – matches graphic organiser and comprehension tasks.
- English – ACELA1625 (Reading fluency and decoding) – reflects phonics and multi‑sensory approaches for dyslexic learners.
- Personal and Social Capability – ACPPS001 (Identity and belonging) – encourages self‑advocacy and peer collaboration.
- Health and Physical Education – ACHPE001 (Movement and health) – includes sensory breaks and safety considerations for epilepsy.
Try This Next
- Create a "Number‑Story" worksheet: students draw a scene from the reading passage and write the math equation that matches the action.
- Design a quick‑fire quiz using Kahoot! with visual cues and spoken questions to test comprehension while keeping attention high.