POSITIVE PARTNERSHIPS PLANNING MATRIX

Communication Social Interactions Coping with the Environment Information Processing & Learning
Styles
Characteristics ● Josh’s shyness ● Josh can socialize only ● Josh is becomes ● Josh has difficulty in processing
limits his when he is anxious when his information, e.g. instruction given
communication comfortable with ‘comfortable’ by teacher.
skills, this is people. environment changes ● Josh is creative, he is a visual
even more e.g. changing of learner. He loves drawing and
evident with classroom, he can building.
new people. become agitated.

Implications ● Josh will not ● If Josh is placed in ● Josh takes time to ● Josh struggles starting work after
express when group work with adapt to the changes. floor time as he is unsure what the
he is struggling people, he is This affects the way next step in learning is.
with work, comfortable with he he starts his work, ● He becomes overwhelmed after
instead he will will work well which affects the doing a lot of writing and reading
sit until But when placed in a new quality of work. work.
approached by group setting (in class) or ● His concentration
teacher or with people he is not deteriorates.
support staff. comfortable with he will
shut down and not
participate in group
discussion.
Strategies ● Provide Josh ● ‘Flexible Grouping’
with Traffic needs to be
Light Cups. implemented
These cups sit (Shaddock, Giorcelli &
on Josh’s table Smith, 2007), Josh can
and are a tool nominate 5 people in
for Josh to class he feels
express how comfortable with and
he is feeling then when there is
about a task group work, he will be
without having allocated with at least
to physically one of nominated
talk to the people.
teacher. Josh ● Give Josh time to
can display the participate in situations
Red Cup when where he is doing
he is struggling something he enjoys
and needs help e.g. building or
with a task. drawing. When he is
doing this introduce
him to new people so
he can increase his
comfortableness
within, a situation
where he feels in
control.
● Give Josh a role in the
learning group to allow
him to feel in control e.g.
the timekeeper, reporter
or coach (Woolfolk &
Margetts, 2018)
● Provide Josh with a ● Explicit, step by step instructions
structure or daily need to be given (Churchill, 2018)
routine (Voltz, to aid Josh in his confusion. This
Brazil & Ford, means modelling instruction
2001) he can look (Sowell, 2017) so Josh can see
at everyday. He what he needs to do.
can note the ● Using visual cards to help with
changes that may instructions.
occur, this routine ● Josh can use text- to speech
can use pictures to reading software (British Dyslexia
aid his Association, n.d.), instruction can
understanding. be typed than read back to him by
● If sudden changes the screen reading technology.
occur, allow time ● A multisensory approach could be
for Josh to reflect adopted to aid his learning (Kelly &
and provide him Phillips, 2016)
with activities he
enjoys doing to
calm him down and
ready him for next
task.
e.g. drawing or LEGO.