Teaching · Special Education

The hard tasks, a support for each, and what worked.

List the classroom tasks that trip the student up and the support you tried for each. The summary shows what to keep, what to change and which tasks still have nothing.

Start a plan What you get

$12one-time · every device you sign in on

Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The support plan

One record per student, updated as supports are tried. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with: A list of hard tasks without support, supports to keep and share, supports to change, and all-day supports still missing.
Who it is for: Classroom, special education and physical education teachers and school occupational therapists.
Format: Browser organizer. One saved record per student; printed with its summary or as a blank form; CSV of tasks; export and import a file.
Access: $12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives: The Special Education space in Caveat Teaching.
Support: Questions about an order, access or a correction: team@caveatacademic.com.

Drawn for this page. Breaking a movement into steps the student can see takes the planning load off the moment of doing it.

How to use it

List the tasks where the student is slow, avoids or gets lost, and what you see.
Pick one support for each task and try it for a week or two.
Mark whether it helped; some is a real answer.
Share what helped with every adult, including PE and specials.
Note what the student is good at; build supports on it.

Start a plan

What the organizer covers

Planning, not strength

Students who have trouble with motor planning often have the strength and the understanding but struggle to organize a new sequence of movements. Seeing the steps, saying the plan aloud and practicing ahead reduce that load.

What the research says

International recommendations for developmental coordination disorder favor task-oriented approaches: practicing the real task the student needs, with strategies for planning it, rather than general exercises.

What it is not

The organizer does not diagnose developmental coordination disorder or dyspraxia, which needs a medical and motor assessment. It plans classroom supports.

Sources

Blank, R., and others (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine and Child Neurology, 61(3), 242–285.
Polatajko, H. J., and Mandich, A. Enabling Occupation in Children: The Cognitive Orientation to daily Occupational Performance (CO-OP) Approach. CAOT Publications, 2004.
CanChild Centre for Childhood Disability Research. Developmental coordination disorder resources for teachers.
Individuals with Disabilities Education Act, 34 CFR 300.320(a)(4): supplementary aids and services.

The example student is made up. Support: team@caveatacademic.com.