My Connected Access Team: My Practical Support Plan
Use fictional examples. Leave out diagnoses, medical information, names, passwords and contact details.
Learning goal: Create a practical plan for multiple disabilities and complex access needs that preserves intellectual challenge.
A useful support plan names an action, not a label. Choose one learning situation and one feasible change. Adults help provide access; you do not have to earn it.
- 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.
Choose the learning task
Choose and compare design ideas using individually accessible materials, AAC and trusted partner support.
Learning goal and first step
Access condition needed
My Connected Access Team: My Practical Support Plan
Build an if–then support plan
If several access barriers interacting at the same time becomes a barrier, choose a support rather than lowering the thinking goal.
If this barrier appears…
Then this support/adult action will help…
Optional deeper thinking · Grades 6–8
Identify interacting barriers and prioritize the first access change using a reasoned explanation.
My Connected Access Team: My Practical Support Plan
Check and revise
Try the plan with agreement or rehearse it using a made-up example. Notice participation and understanding.
What would show the support is usable?
A backup or revision I can request
My next step
What will I try, and who can support it? Write, draw, dictate, sign or use AAC.
My Connected Access Team: My Practical Support Plan
Accessibility & alternative responses
Use one step at a time and the learner’s chosen communication mode. No medical information, performance ranking or diagnosis is needed.
Teacher facilitation
Coordinate rather than stacking disconnected accommodations. Confirm how the learner expresses choices, presume meaningful participation and use qualified specialists for complex access.
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.