Support portfolio

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

Are your goals achievable given the student's or class's development level and situation?

Do the structures support operational management?

• Is there an hourly/daily/weekly schedule in use?
• Delete or reverse instructions that are no longer needed.
• Younger students benefit from illustrated instructions.
• You can create illustrated instructions Papunet's image tool through.

Is the learning environment clean and accessible?

• Excess items have been removed from the walls and floors. 
• There are no extra items in the hallways and students have enough space around them in the classroom.
• Sensory accessibility has also been taken into account. Pay attention to the sounds, lights, colors and materials of the space and consider them from the perspective of possible sensory challenges.

Are there clear rules and agreements in the classroom?

• Keep the rules posted in the classroom. 
• Use positive spelling.
• Explain the rules carefully. 
• Review the rules regularly. 
• You can also agree on the rules together with the group (if possible).
• Each student signs a contract.  
• There are no threats of breach of contract.

Teachers and other adults at school generally use positive language.

• Avoid using no and don't statements, as negative language may make students want to resist.
• For example, “don’t run” is changed to “walk”.

The adult's instructions and speech are clear.

• One instruction at a time
• Short and concise instructions
• Giving instructions in parts
• Repeating instructions again
• Using a rhyme or song to give instructions. This is especially suitable for pre-school and elementary education.

Get the student's attention when you give instructions.

• You can put yourself at the student's level. This works especially well with younger students.
• Make eye contact with the student.
• Please note, however, that you cannot require a child or young person on the autism spectrum to make eye contact.

Give personal guidance.

• Some students are unable to concentrate on verbal instructions given collectively.
• Provide instructions in several ways: verbally, in writing, and with pictures.

Instructions for multi-step work clearly.

• Go through the parts of the plan together with the student.
• Let me tell you again how to start the work.
• Some students may benefit more from single-step tasks.

Is the seating arrangement functional?

• It is a good idea to place a student who is sensitive to distractions in the quietest part of the classroom.
• When planning the seating arrangement, also take into account any sensory or perceptual difficulties the student may have.

Does pair work work?

• It is not a good idea to make two students who need support or are sensitive to disruptions work together.
• Pay attention to peer support when working in pairs.

Different tasks.

• Tasks at an appropriate level of difficulty promote peace at work.
• Consider the student's motivation level and emotional state when choosing tasks.
• Some students may need easier assignments or fewer assignments.
• Some students may be more motivated when they have more options to choose from.
• Some students may be motivated by more challenging tasks or tasks that require functionality, creativity, or ingenuity.
• Provide alternative ways to complete the task.

Try it out.

• Provide alternative ways to complete the test or parts of the test. For example, some parts can be completed orally or by typing on a computer.
• Choose a test time that best demonstrates your skills. Many students find that their operational planning works best in the morning.
• Let the disruptive student take the test in a separate room.
• Let the student take the test in parts.
• Give the student extra time to take the test.

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

Are the instructions for starting the activity clear?

• Give short and clear instructions to the whole group.
• If necessary, create your own written/illustrated instructions for individual students. 
• Co-teaching or school guidance enables one teacher to provide personal guidance to the student while the other focuses on guiding the start of the entire class. 

Does the student have a defined and structured place at the beginning?

• Have unnecessary stimuli and objects been removed from the desk, situation, and environment?
• Sitting still, especially for preschoolers or elementary school-aged children, can be made easier by providing them with a weighted vest, weighted dog, or heavier pillow. A weighted vest or similar aid stimulates the sense of depth, which has been found to increase a student with attention deficit disorder's ability to concentrate and sit still.
• A middle school student can, for example, hold a backpack on their lap, especially if the student finds a weight vest or similar to be stigmatizing.

Start the activity with a quiet moment together.

• If the previous activity has been active, a quiet transition moment helps the student prepare for the upcoming work. 
• You can use relaxation or breathing exercises lasting a minute or two to help you calm down. For more information on the two methods tested in the project, see the slide series below. Both had an effect on increasing concentration, according to teachers' experiences: Two methods for regulating alertness
  
• You can also practice with the class to quieten your own voice.
• You can also use the Time Timer to have completely silent working moments, where you practice being completely silent. The time of the Time Timer is adjusted according to the development level of the class. This is a good impulse control exercise.
  

Work with the student or class one thing at a time or in parts.

• In operational control problems, students are usually more motivated when they are allowed to progress one section at a time.
• Progressing one section at a time does not necessarily mean that the section is easy. The difficulty level is always chosen according to the student's skills and state of alertness.
• Provide encouraging feedback as often as possible when the student completes even a single section.

Encourage the student to ask for help.

• Tell them that help is available.
• Problems with task management can make it difficult for students to ask for help. If students are unable or unwilling to ask for help, it will be difficult to progress with tasks.
• Some students find it difficult to ask for help verbally or by pointing. Try to think of a way in which the student will dare to ask for help without pointing or speaking. For a child with a black-and-white personality, asking for help is often almost impossible. For example, agree together on a picture card for the desk as a sign of the need for help.
  
• A school counselor can also help you learn how to ask for help.
  

Does the student have challenges finding items or get stuck while retrieving items?

• Help the student if necessary. 
• However, avoid doing things entirely for the student so that their skills in retrieving items can be honed. As their skills develop, the student's responsibility for retrieving items can be gradually increased. 
• Wait until everyone is in place, then the whole class starts together. 
• The class can be organized regularly with students. This helps students visualize the locations of items, making retrieving items easier and faster.

Help the student to guide themselves.

• Ask the student to repeat the instruction aloud or silently in their mind.
• Also particularly suitable for S2 students or students with a multilingual background. 

Using peer support, meaning the student looks at the model of action from other students.

• Encourage the student to observe how others act in the situation.
• You can also, while respecting the peace and quiet of the workplace, allow the student to quietly ask a colleague next to them for help on how to act in the situation. 

Provide encouraging feedback on starting the activity.

• Often, word-of-mouth praise, a thumbs up, or a positive Wilma mark is enough.
• This motivates the student to continue working on the tasks. 
• Some students may initially react negatively to encouragement. Continue to provide encouragement regardless. 
• You can also give the whole class a daily or weekly assignment to help them get started. At the end of the agreed time, you can reward the whole class for getting started well.

For each statement or question, consider the following:

• Does this work for the student/class? Yes/no.
• How can it be developed?

Provide personal support to the student during the transition.

• A student who needs strong support cannot be left alone to cope with transitional situations.
• Is it possible to get another teacher or school counselor to support you in these situations?

Anticipate changes in plans and time management.

• Go through the lesson plan, daily plan, or weekly plan and tell students what changes are expected. 
• For some students, surprising changes increase stress, which can lead to a very emotional reaction.
• Use relaxation techniques to calm the student. The stress reaction will not go away with orders or punishments.  
• Only discuss the issue in a solution-oriented manner after an emotional reaction. 

Create precise instructions for repetitive routines.

• Consider in which recurring situations the student needs ongoing support: for example, getting dressed, washing hands, eating, or going to recess.
• If necessary, visual instructions can also be attached to the floor or walls. The younger the student, the more they need visual guidance in addition to verbal guidance in transition situations. 
• The teacher may also have laminated quick instructions for different situations hanging around their neck. 

Is there an appropriate number of students in the same space at the same time?

• Pay special attention to spaces where students have to be close to each other, such as hallways or waiting areas.
• Give students instructions to move on to smaller groups, for example, hand washing.

Be aware of sensory issues in transition situations.

• Let the child with sensory issues move first or last into a new situation. Test which works better.
  

Is there enough time for transitions?

• Start the transition early.

Use the student as an assistant in a transition situation.

• Students take turns helping each other in transition situations. As a student guides the transition of others, they also learn what class behavior looks like in the situation. 
• Best suited for elementary school.

Practice transition situations with students regularly.

• Regularly review the stages of the transition situation.
• Stories, drama or story theatre can be used as an aid.
• Students can also come up with their own ideas on how situations could go better. 

Does the student receive encouraging feedback about their success in transition situations?

• Give encouraging word-of-mouth feedback, give a thumbs-up, or add a positive Wilma tag.
• You can also create a separate reward system to help smooth transitions.
• Reduce negative feedback.
• If things don't go well, work together anonymously to find solutions, not blame. 

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

An exercise that calms the body and mind is used regularly in the classroom or with an individual student.

• You can't tell a world of thoughts that is running on overdrive to calm down.
• Denial and punishment often only worsen the situation and do not teach the student ways to increase concentration or memory. 
• You can use calm physical exercises that bring the mind to the present moment: for example, calm movements that require balance, yoga poses, or light stretching.
• Breathing exercises are one of the fastest ways to calm the stress response.
  
• The project tested two methods of arousal control. In this slide set, you can see instructions for two methods of arousal control: Butterfly patting and hamburger relaxation
• There are practical exercises, for example, on the mieli.fi website: relaxation exercises for children and young people

A child or young person repeats something out loud that requires remembering or concentration.

• Saying it out loud slows down the student's thoughts, making the instructions easier to remember.
• Repeating instructions aloud
• Play the schedule aloud
• Reciting aloud the items to be taken with you
• Repeating the name of someone you just met out loud
• In a complex task, such as mathematics, thinking aloud the steps of the task
  

Teach your child or young person the simple stop, think and count method.

• Stop.
• Think: am I ready to do the next thing?
• Calculate and act. For example, I calculate the items that need to be packed in a backpack.
  • 1. pencil case
  • 2. mother tongue book
  • 3. experience home viewing
  • 4. notebooks
• This can also be practiced together with the whole class.

Practice waiting and impulse control with your students.

• We wait quietly for the time specified by the teacher. We may only begin the activity when the teacher gives permission.
  
• Before going to recess, going home, or doing something pleasant.
• Regularly for about 1-5 minutes at a time. The time is adjusted to the age level.
  
• Use a visual clock, such as Time Timer. 

Use a sensory hourglass.

• This is especially suitable for preschool and elementary school.
• Watching the material, such as shiny glitter, drip from an hourglass is a calming activity for some children.

Do stop exercises or games with an individual student or the whole class.

• Stopping exercises bring the student's attention to the present moment and increase the skill of stopping and impulse control.
  
• Do it regularly at first, then occasionally. 
• Example 1. Interrupt a child or young person's activity with a random question that brings them to this moment: What were you doing? What color is your shirt? A random question is often more effective at stopping than a prohibition or command. A question also does not raise resistance in the same way that a prohibition does.
• Example 2. We dance or move to the beat of the music and when the teacher says “stop”, we stop in a certain position. Finally, we can do a quick relaxation. Duration about 5-10 minutes.

Emotional and interaction skills affect learning, attentional focus, and interpersonal relationships

Students who need support usually also need support in emotional and interaction skills. The child or young person needs repeated and long-term practice in these in all their environments. 

Strengthening emotional and interaction skills can also prevent bullying. Behavioural challenges are a cry for help for a child or young person. In such cases, they need adult support to regulate their emotions, develop emotional skills and practice empathy. 

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

An adult models good behavior and interaction for a child or young person.

• The adult remains calm even if the child or young person behaves in a challenging manner. 
• Use a calm voice. 
• Also pay attention to what your body language is conveying to the student. 
• An adult apologizes when they have lost their temper or otherwise acted incorrectly.
  

The adult uses positive language.

• Positive instructions prevent a child or young person from resisting the instructions. In addition, people with autism spectrum disorders, for example, need specific instructions about the desired behavior or course of action in a situation, rather than a prohibition.
  
• Avoid unnecessary words like "no" and "don't". For example, "how to" don't run be changed into the form walk. 
• The word "no" has its place, but use it sparingly. That way, the effect will be better preserved.
• Changing your speech takes practice, so give yourself time.

Clear structures create a safe space.

• Visible hourly, daily and weekly schedules reduce students' fears and feelings of insecurity. 
• Class unrest and arguments will decrease. 

Important class or school rules are justified logically and carefully.

• It is especially good to show the rules to younger students. 
• The rules are written in a positive manner.
• Rules can also be in pictorial form. 
• Different social situations and the rules associated with them are broken down into clear instructions. 
• The rules are discussed regularly. 
• Sometimes, cutting down on classroom rules can lead to better behavior than increasing the number of rules all the time. This is because children and young people who need support have difficulty keeping multiple rules in mind at once. Discuss together which rules are most important.

Dealing with an upset or angry student

• Stay calm. 
• Show the student that you care about them. 
• We will only discuss how to act in difficult situations once the situation has calmed down. 
• For example, you can ask a child or young person the following questions: When do students find it difficult to do the right thing? How do they feel then? What kind of support would the student need in the situation? What could the teacher do then? What could the student do?

The classroom or school uses a solution-focused approach to resolving challenging situations.

• About 20 percent is spent investigating the situation and 80 percent is spent thinking about solutions.
• Watch a video about the School Health Library (Duodecim) by Ben Furman A 10-step model for working with a disruptive student in a solution-focused manner.

Emotional and interaction skills are practiced in class every week.

• Recognizing and naming emotions is practiced, for example, using emotion cards.   
• Color lovers-The site has a wide variety of pedagogical materials for practicing emotional and interaction skills. The materials often combine visual arts and Finnish. These are best suited for preschool and primary school.
• It can also be done in collaboration with a special education teacher and/or school counselor. 

The class uses different ways to practice emotional and interaction skills.

• Talking to everyone is not a natural way to express or experience emotions.
• In addition to speaking, regularly use other methods to practice emotional and interaction skills. 
• You can try, for example, drawing, acting, role-playing or exercising. 
• Board games and emotional games can also be used to practice winning, losing, disappointment, and interaction skills.

Does every child or young person feel like they are part of the group?

• Get students used to alternating between small groups and pairs right from the start.
  
• However, keep in mind that when doing more demanding work, do not put two people who need support to work together.

Try an emotion simulation exercise with preschool and elementary school students.

• Regularly reflect with the class on how a situation might feel to someone else.
• Emotional and interaction skills can be particularly well taught in native language, philosophy of life, religion, social studies, history or physical education classes.
  
• Different people's emotional states can be explored through cartoons and stories. 

We regularly practice the feeling of being first and last.

• You can take turns being a teacher's assistant or being the last in the food line.
• Particularly suitable for preschool and primary school. 

Let's discuss and experiment with ways to relax or calm the body.

• Introduce some relaxation or imagery exercise into your class on a regular basis. 
• Alternatively, you can start doing some breathing exercises regularly. 
• The project tested two methods that affect the regulation of alertness: Butterfly patting and hamburger relaxation
  

Every student experiences success and receives positive feedback.

• Students who need support often tend to see themselves and their skills in a negative light.
• Every student receives positive feedback at least once in every lesson.
• You can end the day with a round of applause:
  • Students sit in their seats or in a circle.
  • If students are sitting in a circle, it is a good idea to have enough space between them.
  • The teacher can tell you something that went well that day.
  • Alternatively, the student can tell what went well that day.
  • You can also praise yourself using a picture card if your child has difficulty coming up with praise for themselves.

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

General tips for sensory challenges

• Learn about the challenges of sensory processing with Valter's video: Processing sensory information and how to support a hypersensitive or underresponsive student in the classroom
• Ask guardians about their child's sensory issues
• Teach your child to identify their state of alertness and the emotions associated with them; with younger children, you can use, for example, the Finnish Population Association's alertness meter. https://www.vaestoliitto.fi/ajankohtaista/uusi-vireysmittari-julkaistu/
• Anticipating situations increases the child's sense of control; keep the weekly schedule, daily schedule and lesson schedule on display (for older children and young people, a short list at the beginning of the lesson is enough)
• Carefully wording situations helps the child adapt to transitions, new situations, and new things to learn.
• Also use picture support (large enough pictures) with younger children; for example, Papunet's free picture tool is suitable for this. https://kuvatyokalu.papunet.net/#/muokkaa/3176426
• Use support signals if necessary.
• Give your child more time in transitions or new situations
• Instructions are given in a positive manner and no/don't language is reduced.
• Provide positive feedback frequently and immediately in the situation
• When a child has a lot of trouble during the day, we avoid pointing out small mistakes or minor situations that are not going well.
• In addition to common instructions, also give the child their own instructions; make sure you have the child's attention; give instructions in parts
• When speaking, stand in front of the child so that he or she can see your mouth movements.
• Use plain language when necessary in learning situations; more information on the topic can be found on the Clear Language Centre website at https://selkokeskus.fi/selkokieli/nain-puhut-selkokielta/selkokieli-opetuksessa/
• Provide instructions in writing if necessary
• Give your child a seat where they can hear/see/focus best.
• Avoid seating arrangements where students sit next to each other or very close to each other
• For a stressed child, sensory stimuli are limited and relaxation is increased.
• Give the child the opportunity to satisfy their sensory needs in a permitted manner
• In a particularly stressful situation, the number of tasks is reduced and the focus is shifted to the child's interests and areas of talent.
• When the child has a calmer day or phase, gradually introduce new sensory stimuli.
• Do a short relaxation or breathing exercise with your child or the whole class once a day: at the end there is a description of the “butterfly tap”, which is suitable for all ages to reduce over-arousal and increase under-arousal.
• Agree with other teachers and counselors on common procedures regarding the child's sensory issues; also instruct substitutes on the jointly agreed procedures

Methods for reducing alertness by stimulating the deep senses

These support measures are suitable for almost all children as methods of reducing excessive arousal levels. In addition, when used regularly, stimulation of the depth sense helps a child with sensory problems to tolerate various sensory stimuli. For a child with motor restlessness, some of the methods (for example, a weighted vest) can also be used in connection with tasks that require concentration to structure being still and to balance excessive arousal.

• Using a weighted animal or weighted vest in learning situations; a weighted vest is better if the child needs to focus on pencil work at the same time
• Weighted blanket for relaxation; in preschool, a weighted blanket is also suitable for rest periods
• Hamburger game (more detailed description in the last paragraph)
• Let your child wrap himself in a blanket, go inside a sleeping bag, or between large pillows.
• Fairy tale massage or body massage with a ball
• Offer a lap to a smaller child; you can also rock or bounce the child in your lap (if that works for that child)
• Design a sensory corner for your child, a peaceful nest, fort or hut where they can retreat in an agreed-upon way to hide from environmental stimuli; the hut can contain a stuffed animal, a stuffed blanket, pillows, their own stuffed animal or sensory items suitable for the child.
• Gentle stretches
• A younger child benefits from stimulation of the depth sense, especially before getting dressed.

Raising a low alert state

Below is a short list of methods for raising a child's low alertness. Many of these can be used in a school environment, but some methods are better suited for implementation at home, for example in the morning to raise a child's low alertness:

• Combine movement and sound: singing games that involve movement and listening to lively music
• Playing fast-paced music
• Light tickling of a child (may not be suitable for those with a sensitive sense of touch)
• Tangy flavors increase alertness
• Adding lighting
• Ventilating the room or going outside (cool air increases alertness)

Satisfying sensuality

Satisfying sensory needs increases a child's well-being and ability to concentrate. A sensory-oriented child seeks out activities that they find enjoyable and often becomes skilled at them. If the child is fidgeting with his fingers, give his hands something to do. If the child is moving, you can try a physical break. By observing and experimenting, you can find out what might work for the child in any given situation.

Some of the following methods are suitable for use during the learning moment to increase concentration. Others are better suited for use after the learning moment as a reward or to calm down, for example for 5–15 minutes at a time:

• Finger sensory items
• Doing things with your hands; drawing is allowed if it helps you focus on listening and staying still
• A stuffed toy or other piece of fabric or object that the child finds pleasant; can serve as a source of security, relaxation aid, or reward both during and after the learning moment
• A chew toy or a chew to put on the end of a pen
• Vibrating sensory accessories: vibrating pillow, massaging pillow, vibrating bag, vibrating snake
• A sound sensation player is a player (Bluetooth) built into a pillow that offers a quick relaxation method using self-selected music or other content suitable for listening (availability when writing a challenging guide); a similar sound sensation can also be provided by a sufficiently high-quality and flat Bluetooth player, for example placed inside a pillow
• Comics, picture books, magazines, coloring books, books, puzzles, kaleidoscopes, visual games, building with Legos or other construction, digital learning games or other digital games, rotating or moving sensory objects; for example, spinning tops or liquid hourglasses
• During the learning session, the child is given a task that requires physical effort; the child helps, for example, with carrying books, carrying chairs, or organizing the room.
• The child is allowed to take a break and walk, jump or do tricks in a supervised manner in another room.
• For younger children, moving and spinning in a bodysuit or under a weighted blanket
• Let's design a multi-sensory sensory box for the child, with different things to touch, look at and maybe even listen to.

Methods for delimiting sensory stimuli, taking into account the sense of sight

• Transform your learning environment quickly with portable, lightweight screens; instructions for an affordable DIY screen at the end of the guide
• Turn the child's desk towards the wall
• Give your child the quietest spot in the class in terms of movement from others.
• Separate space for situations requiring special concentration
• Clearing the environment: removing excess crafts from the walls, clearing out items from the room, and putting extra items in closets
• Choosing visually clear learning material
• Help your child find the essential point in the learning material
• The desk is regularly cleared of excess items.
• For a photosensitive child, dimming the lighting or providing a seat in a darker part of the room
• Sunglasses or lightly tinted glasses for the eyes (also indoors if necessary)
• Wearing a cap; also indoors, if the brightness of the indoor lights cannot be adjusted or another solution is not possible (in such cases, permitted as a learning support tool)
• If you pass through the space, try to minimize passage at certain times through mutual agreements.
• Choose soft and neutral colors for decorating the space, choose calming images for the walls (for example, nature-themed images), and avoid strong graphic patterns in the interior design.

Methods for limiting sensory stimuli, taking into account the sense of hearing

• Hearing protection, noise-canceling headphones or earplugs in situations that require special concentration
• Over-ear headphones or noise-canceling headphones made of extra soft material might be suitable for a child with a sensitive sense of touch.
• For a particularly sensitive child, consider limiting auditory stimuli, if necessary, also during recess, physical education classes, concerts and sporting events.
• A headband or sweatband that can be placed over the ears to muffle sounds
• Removing echoes from the space with acoustic panels (this benefits the entire group)
• Listening to music from your own device while performing tasks that require concentration; works for some children with ADHD by blocking out ambient noise and at the same time increases concentration
• Give your child a break from loud noises every day, for example in a sensory corner or another quiet and safe place.
• Dampening furniture legs with “paws”
• Dampening desks with furniture felt, silicone buttons, or other similar material
• Give the child a place in the room where the sound of the air conditioning and other noises are less.
• Let's practice using a quiet voice with the whole group.
• In larger communal events, the child is the first to enter the space, allowing them to gradually get used to the increasing noise; alternatively, the child is the last to enter the space, allowing them to become quieter.

Methods for limiting sensory stimuli, taking into account the sense of touch

• Attention is paid to tactile sensitivity, especially in craft classes, craft time and visual arts classes; a material that a child finds unpleasant can often be replaced with another material that exercises a similar skill, for example, replacing clay with modeling wax or another construction that exercises similar skills
• Seating in your own chair or at the end of a bench
• The child is the first or last to get dressed for going out
• The child is first or last in the queue during transition situations
• Allow sufficient time for transitions and dressing situations
• Avoid touching the child unexpectedly; avoid touching the child from behind
• A firm touch with a wide grip may feel better to a child than a “touching” touch.
• It is best to avoid touching a child who is hypersensitive and irritable, as this may result in hitting or running away; however, note that a preschool-aged child may want to be held once they have calmed down.
• The sensitivity of the hands can affect a child's reluctance to hold hands; for some children, it may work to hold them by the sleeve or for them to hold an adult by the sleeve; there can also be some device between the hands (for example, a scarf) to help maintain close distance

Paying attention to the senses when eating

• Do not mix food ingredients on a plate: place meat, potatoes and sauce separately (or no sauce at all)
• A single food item is offered in a different form: for example, grated root vegetables are replaced with pieces of root vegetables or mashed potatoes are replaced with whole potatoes or fried potatoes.
• A single food item is replaced with another: for example, an apple or tangerine instead of a banana, bread instead of porridge
• Children may bring their own snacks if necessary.
• If necessary, the child can eat in a quieter part of the canteen, in a separate space or in their own class.
• Adults in the workplace try to avoid using strong-smelling products (perfumes, deodorants, detergents, scented candles)
• In extreme cases, a child who is not eating or is eating very poorly can have their own diet planned in collaboration with a nutritionist.

Paying attention to the senses during physical education classes

• The lesson is reviewed at the beginning of the lesson; visual support is important for younger children.
• Starting and ending class with light stretching, a short relaxation moment, or breathing exercises helps the child regulate their arousal level and reduce impulsivity (1–2 minutes is enough).
• You can also sprinkle short moments of calm during physical education classes, when sound and movement are reduced: for example, a short relaxation in silence with eyes closed in a child's resting position.
• Physical exercises are done every hour in different formations (alone, with a partner, in a group), so that all children get enough practice in different skills; a child with hypersensitive senses usually dares to participate in exercises done alone better than in ball games with the whole group
• The child is allowed to explore the stunt track, for example as a “test user” with an instructor or classmate, before the rest of the class arrives in the space → the child with sensory issues gets an important experience of a sense of control

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

Does a child or young person receive support for operational management problems?

• See the Support Portfolio section Quick tips to support operational management and workplace peace.
• See the Support Portfolio section Support for starting up an operation.

Does the child or young person receive support to reduce impulsivity?

• See the Support Portfolio section Reducing Impulsivity and Hyperactivity.

Does the child or young person receive support in emotional and interaction skills?

• See the Support Portfolio section on ways to strengthen emotional and interaction skills.
• If necessary, collaborate with the school counselor.

The daily schedule is displayed in the classroom.

• The daily schedule can also be visual.
• It is also a good idea to have the hourly schedule and weekly schedule visible.

Keep the learning environment clear and tidy.

• It is easier for students to focus and direct their own activities.
• A clean and clear environment also promotes safety.

Avoid pointing out twitching symptoms.

• Attempting to control or prevent twitching symptoms increases the child or adolescent's anxiety.
• Pointing out can make symptoms worse.

Does the child or young person have the opportunity to take a break in a safe place?

• The opportunity to relax reduces twitching symptoms and increases concentration.
• A child or young person can relax in a safe place and peacefully relieve their twitching symptoms. 
• It is good for students to have a daily opportunity to relax. This can be arranged during a single lesson or at least once during the school day.
• It's also good to have a safe space to relax at home. 

If necessary, lower the level of difficulty of tasks requiring fine motor skills or reduce the number of tasks.

• If a child has severe motor twitching symptoms, writing may be slow and difficult. 

If necessary, lower the level of homework requirements or provide alternative ways to complete the assignment or homework.

• Sometimes a student perseveres throughout the school day and the twitching symptoms flare up at home. 
• Due to severe twitching symptoms, performing tasks may be difficult or very slow. 

Avoid seating arrangements that expose you to distractions.

• By testing, you will find the best place for the student.
• Some students can also tell you which place suits them best.

Make special arrangements for exams if necessary.

• Please allow extended time to complete the test. 
• If possible, choose the best time for the student to take the exam.
• Also consider alternative ways to demonstrate your skills. 
• Let the student take the test in a separate room.
• Avoid surprise experiments.  

Remove excess items from the student's desk.

• The student can find the items they are looking for on their desk more quickly.
• Extra items on the desk can disrupt a student's concentration.

If necessary, give the student items that they are allowed to touch.

• With this, he can satisfy his possible sensuality.
• This can work, for example, when a student needs to focus on listening.
• You can also give the student a sensory item after completing the work.
• See also Tips from the support portfolio for supporting sensory challenges.

Applications and services that support reading and writing skills

Get to know the audiobook services of the Celia Library for children or young people and their families.

• Celia Library produces audiobooks for different ages and a wide range of content: poems, non-fiction, fairy tales, detective stories, biographies, history, entertainment literature and textbooks.
• The Celia library can be used by anyone with a reading disability, such as dyslexia, learning disabilities, difficulty concentrating, or visual impairment.
• You can register as a user through your school.
• Ask the child or young person's teacher or special education teacher for more information.
• If you are unable to register through your school, you can also register as a user at libraries.
• For more information, visit Celia's website. Celia Library

First game Start

• First game
• Suitable for preschoolers or older students
• The game trains you in letters, syllables, and words.
• The game can be played on a tablet, mobile phone or computer.

First game Immigrant

• First-time immigrant
• The game is designed specifically for immigrant children to practice basic Finnish language skills.
• Pay particular attention to the Nordic alphabets Ä and Ö, which are particularly challenging for immigrants, the multiple vowel combinations within a syllable, and the differences in duration between vowels and consonants.
• The game is available in the following languages: English, Arabic, Russian, Kurdish, Chinese, Somali and Estonian.

Tokapeli is a learning game for all ages.

• Toka game
• The game is still in development, but you can play it now.
• The game can be played on a tablet, mobile phone or computer.
• Tokapeli allows you to practice the content of textbooks and non-fiction books better than before.
• The game helps students practice finding key points in a textbook.
• The game can also be used to practice identifying correct information from incorrect information.
• In Tokapeli, teachers can produce subject-specific content and share it with other users.

Support forms suitable for all grades

Support a child or young person's motivation in practicing reading and writing

• A child or young person struggling with reading challenges needs significantly more support, praise, encouragement, and motivational exercises.
• Use the student's interests in the task types. Motivation and alertness increase when the subject is interesting.

Use plain language when necessary.

• Do this especially in assignment and exam situations.
• This is particularly suitable for any group with learners of different levels.
• Use regular structures.
• Avoid formal language.
• Tell me one thing at a time.
• Use common and familiar words.
• Use common language images.
• If you use a more unusual word, explain it.
• The rhythm of clear speech is calm, that is, slightly calmer than the usual speech rhythm, but not unnaturally slow.
• Learn more about plain language instructions in spoken and written language. Clear Language Centre's instructions on plain language

Go over new, unfamiliar, and abstract words in the subject matter at the beginning of the lesson.

• It is easier for students to read new text when new or challenging words have been reviewed in advance.

Try something different.

• Allow sufficient extra time for the exam.
• The exam can be taken entirely or partially orally.
• If necessary, give the student the opportunity to make oral corrections immediately after the exam.
• At the beginning of the exam, you can go through the exam questions together (before the actual exam period begins).
• The test can also be done in parts if necessary.
• If a student has fine motor difficulties, science essay answers can sometimes be written partially or entirely on a typewriter.
• Consider other ways to demonstrate competence. Some students who need support underperform on traditional tests because anxiety interferes with concentration. It is in the child or young person's best interest to consider other ways they could demonstrate their competence.

Differentiate with homework

• It is a good idea to carefully consider the amount of homework and skill level to ensure that the student's motivation remains high.
• It is worth asking your guardian how much time it takes to complete the tasks.
• For example, let the student choose two tasks out of four. Even partial freedom of choice increases motivation to complete tasks.
• If necessary, reduce the amount of written homework and consider what other types of assignments the student could use to practice skills.
• If for some reason you can't do your homework at home, you can also do it during class or at the homework park.

Bring variety to reading and writing skills with gamification

• Use different word games.

Use point work to reinforce skills already learned.

• The attached file provides tips for implementing point work at different grade levels and in different subjects: Teaching tip: dot work in a nutshell (PDF)

Forms of support for pre-school literacy or reading and writing in primary education

Use image support whenever possible.

• Visual support for daily events and individual hourly events is especially important.
• Also take into account transitional situations.

Practicing fine motor skills supports the development of writing skills

• All kinds of crafts and activities with your hands support the development of writing skills.
• Try drawing and painting with different media, on different surfaces and on different sized platforms.
• Some children may find finger painting enjoyable.
• Also take advantage of outdoor activities: drawing with street chalk, drawing in sand or snow.
• Also consider any sensory challenges. Some children with sensory challenges may find certain materials distressing. In that case, consider other ways to practice the skill in question. See also the tips for sensory challenges section.

Learning letter shapes using the body combines gross motor training with letter practice

• This trains the student to visualize the directions of the letters.
• Letters can be made lying on the floor or standing.
• Practicing different shapes and letters on paper pinned to the wall using large body movements.
• This exercise can also be used to increase alertness while working with pencils.

Is the language and layout of the learning material at an appropriate level for the student?

• Would a student benefit from reading a book that makes learning easier?
• Is the learning material visually clear?

Read aloud in class every day.

• This increases understanding of the connection between written and spoken language. At the same time, vocabulary expands.
• Also review the words in the stories and their meanings
• Pay special attention to studying abstract words. For particularly challenging new words, you can compile an alphabetical list, for example on the back wall of the classroom.
• Review with the students what happened in the story.

Naming practice

• In all learning environments, spend time naming different things and objects.
• This strengthens naming skills and vocabulary.

Using visual imagery to visualize letter shapes

• For example, you can attach letters in the shape of animal characters to the wall.

Telling stories using story cubes develops vocabulary and naming skills

• The student throws picture cubes and uses them to create a story.

Create a sensory-friendly reading corner with a changing collection of books

• A quiet corner can be created with a homemade screen, for example a clothes rack with a fabric privacy screen sewn onto it.
• The corner can have a bean bag chair or cushions that allow you to read in different positions.
• The corner can also contain sensory items to maintain concentration, such as a bump pillow, a stuffed animal, your own stuffed animal, or a weighted blanket.

Forms of support, especially for middle school reading and writing skills

Help your student create a reading plan that is right for them, whether it's reading a book or practicing for exams.

• It is a good idea to write your reading plan in a calendar or on your mobile phone, so that electronic reminders help you visualize your reading plan.

Give the student their own paper book in which they can make their own notes.

• For some students, reading electronic material can be challenging.
• In addition, self-made notes can help young people remember what they read better.

Give the student notes in advance or have them take pictures of the notes on the board

• Listening and taking notes at the same time can be challenging.
• If a student has, in addition to reading difficulties, problems with activity and attention, or problems with perception, for example, listening and taking notes at the same time is very challenging.

Narrow the topic in writing assignments if necessary

• Define the title and the perspective of the topic with sufficient precision.

No points are awarded for errors due to reading difficulties in exams.

• It is a good idea to pay attention to this, especially in foreign languages ​​where the pronunciation is very different from the spelling (for example, English).
• When marking assignments or tests, it is also not a good idea to correct every mistake, as this usually reduces motivation.
• You can also go over the mistakes orally, in which case it is a good idea to focus on the most common mistakes.

Tips for supporting reading and writing skills at home

• The child tells the story to an adult and the adult writes it down on a computer.
• You can play games on the computer that require reading skills: especially story-based or plot-based games.
• Creating your own story, book, comic strip or magazine on a computer. There are various applications for this.
• Writing a diary on a computer or by hand.
• Encourage them to search for information on the internet: song lyrics, recipes, or things related to their own hobbies.
• Read the book as an echo: The adult first reads a sentence or several sentences (taking into account the child's skill level). The child reads the same text again afterwards.
• Taking turns reading the book sentence by sentence.
• A child can read a book to a sibling, stuffed animal, or pet.
• A child or young person listens to an audiobook and at the same time follows the text from the paper version.
• Create a surprising reading spot for your child: in a hut by flashlight, reading a comic book with a snack, or reading in the bathroom (if it fits your family rules).
• Encourage reading various leisure instructions or lists: craft and craft instructions, game instructions, building instructions, cooking instructions, reading product descriptions, reading a store receipt, making a shopping list or reading it in the store.

Characterization skills are needed in everything you do.

Independent work always requires both conceptualization and operational management skills. So also see tips to support a child's or young person's own operational management.

For each statement or question, consider the following:

• Does this work for the student or class? Yes/no.
• How can it be developed?

Support for perceiving space and directions

Does the student visualize the learning environment and the school building?

• Can the child or young person tell which side of the building they are currently in?
• Can the child or young person explain how to get to the toilet or other space in the school building?

The routes inside the school and in the yard are clear.

• To support the visualization, you can add markers to the floor or wall, so that the student can navigate to the correct space. 
• It is a good idea to go through the routes together with the student until they are comfortable with the route.
• Practice alternative routes with your student inside or outside the school.  
• If necessary, use the support of an assistant until walking becomes easier. 

The student knows how to navigate physical education classes or other learning environments outside of school.

• Teach landmarks that will help the student navigate to the destination. This may require a lot of repetition. 
• Anticipate new places and situations by verbalizing them to the student in advance. This will reduce fears associated with new situations. 
• Make sure the student also understands the time it takes to travel. 
• Teach your student to ask for help when needed. Asking for help is often difficult for a student who needs support. 

The student can accompany the group to various activities.

• When students move more freely in transitional situations, it is difficult to perceive themselves in the space. 
• Practice frequently repeated everyday activities with your student: going to recess, finding your own class, washing hands, and eating.
• Verbalize situations clearly. 

Support for visual perception

The classroom is clear and tidy.

• Excess items are out of the way. 
• Only essential and important material is used on the wall surfaces. 
• Only a limited number of visual art works will be displayed on the wall at any one time.

Items have logical places throughout the school premises.

• Pay particular attention to this in classes where students collect items themselves: visual arts, crafts, physical education, and home economics. 
• If necessary, label items according to age with pictures, words or color codes. 
• Make it a habit to organize the classroom after class and activities together with the students.

The student receives support in understanding time.

• Regularly review with your student the days of the week, months, yesterday, today, tomorrow, next year. 
• Provide additional support for understanding time and the clock face. 
• Consider whether the student understands the relationship between an analog and digital clock.  
• If the student understands a digital clock better, then use that in the verbalization. If the student understands a digital clock better, use that. 
• Anticipate the remaining time and use visual aids when talking about time: Time Timer, computer and mobile apps. 

Regularly practice using the timetable and calendar with the student or class.

• Students have easy access to their own lesson plan. 
• Let's create or go through a daily/weekly schedule together. 
• Together with the student, we add exam dates and other important dates to the calendar. 

Allow extra time for tasks that require comprehension.

• Give clues for visualization. 
• Help the student understand how much time is available to complete the task. 
• Encourage. 

The student receives support in understanding homework assignments.

• Write the tasks on the board/smartboard. 
• When assigning homework, you can display a picture of the book cover on the smart board, allowing the student to visualize which book the assignment comes from.
• Practice packing a backpack with your student until you get the hang of it. If your student doesn't figure out what to put in the backpack, they may miss some of their assigned homework.

The student receives tasks that practice visual skills.

• Find mistakes in the pictures. 
• Find the differences between the two pictures. 
• Add details to the pictures: people, buildings and animals. 
• During story time, the student looks for details in the pictures. 
• Discuss the pictures and stories with the student.  
• Play visual games, such as memory games. 
• You can move on to discussing abstract themes with the young person.