Memory Supports: My Strengths & Choices
Use fictional examples. Leave out diagnoses, medical information, names, passwords and contact details.
Learning goal: Externalize steps and information so reasoning can stay complex.
Working-memory challenges do not erase interests or deep thinking. People have different access needs, even within the same label. Use this fictional situation or choose your own without private details.
- Choose a real or made-up learning situation. Leave out names, diagnoses and private details.
- Explore the three activities. Choose supports that fit you; skip any that do not.
- Write, type, draw, point, sign, use AAC or ask someone to scribe your own ideas.
- Choose one next step and an adult who can help make it possible.
Grades 3–5 support: Use the prompts and examples, or explain your ideas in your own way. Ask for words, a scribe or one direction at a time.
Start with interesting thinking
Compare two science models using a visible list of evidence rather than remembering every detail.
A question I want to explore
A strength or interest I bring
Memory Supports: My Strengths & Choices
Identify the barrier
Consider this possible barrier: Holding several instructions or details at once. It may or may not fit you. Describe access, not a diagnosis.
A barrier in the task or environment
A support I would like to try
Optional deeper thinking · Grades 6–8
Compare two support arrangements for the same demanding goal. Explain how you would check access without using speed or appearance as the only measure.
Memory Supports: My Strengths & Choices
Ask for both
Make a request for meaningful challenge and usable access together.
Challenge I want to keep
Support and adult action I request
My next step
What will I try, and who can support it? Write, draw, dictate, sign or use AAC.
Memory Supports: My Strengths & Choices
Accessibility & alternative responses
Choose speech, sign, AAC, typing, drawing, tactile response or a trusted scribe. K–2: choose one option with adult support. Skip any choice that does not fit.
Teacher facilitation
Make instructions and key information available throughout the task. Avoid testing memory when reasoning is the goal; teach tool use explicitly.
Family-use suggestion
Invite the learner to choose what to share. Try one support together, ask what helped, and change the plan with their permission. Do not turn this sheet into a test or require private information.
Specialist formats
These printouts are not Braille. Embossed Braille and specialist tactile materials need qualified, technically validated production. The accessible digital version supplies structured text, not a specialist-format substitute.