Let’s explore how the collection works in practice by examining representative examples from each learning support focus area.

Visual and Sensory Support (Practices 1-6)

These practices address the needs of students with visual impairments, from partial sight to complete blindness, while simultaneously enriching multisensory learning for all students.

Example: “Feel the Sounds” (Practice 1, Level B1)

This practice, developed by Anna Zourna and Marianthi Karatsiori, transforms abstract phonics concepts into concrete tactile experiences. Students explore phonemes through touch, using textured materials to distinguish between different sound categories—rough surfaces for harsh consonants, smooth for soft ones, ribbed textures for fricatives. The practice includes detailed material lists (various textured fabrics, sandpaper, corrugated cardboard), step-by-step procedures for introducing tactile-sound associations, and assessment strategies that don’t rely on visual recognition.

Why it works: The practice provides redundant sensory input—students hear phonemes, feel textures associated with them, and produce the sounds themselves. This multisensory approach strengthens neural connections for all learners, not just those with visual impairments. The UDL checkpoints remind teachers to provide options for perception, language and symbols, and comprehension—ensuring accessibility throughout the activity.

Example: “Rainforest Wonders” (Practice 3, Level A1-A2)

This practice uses a rainforest theme to teach vocabulary and descriptive language through multisensory experiences. Students interact with natural materials—bark, leaves, soil—while learning associated vocabulary. The practice includes adaptations for different visual abilities, from using high-contrast images for students with low vision to providing fully tactile alternatives for blind students. Audio descriptions accompany all visual elements, and students can access content through their preferred sensory channels.

Attention and Focus Support (Practices 7-11)

These practices specifically address ADHD and attention difficulties while incorporating strategies that enhance engagement and focus for all learners.

Example: “Visual Aids for Students with ADHD” (Practice 7, Level A2+/B1)

Developed by Karin Vogt, this practice provides explicit structure through visual organizational tools—color-coded task cards, visual schedules, graphic organizers, and step-by-step procedure charts. The practice recognizes that students with ADHD benefit from external structure when internal regulation is challenging. Materials include templates for various visual aids, guidance on color selection for maximum effectiveness, and strategies for gradually fading supports as students develop independence.

Why it works: Visual structure reduces cognitive load by making expectations explicit and tasks manageable. The practice includes movement breaks and kinesthetic elements because research and student feedback both confirm that physical activity supports sustained attention. The detailed implementation guidance helps teachers maintain consistency, which students with ADHD particularly need.

Example: “Vocabulary Practice Through Interactive Ball Game” (Practice 9, Level A1)

This practice combines vocabulary practice with gross motor movement, recognizing that kinesthetic learning supports both motor development and attention maintenance. Students toss a ball while practicing vocabulary, with variations for different physical abilities—using softer balls, adjusting distances, allowing rolling instead of throwing. The practice demonstrates how a simple activity can be designed to accommodate diverse physical and attention needs simultaneously.

Reading and Processing Support (Practices 12-17)

These practices address dyslexia and reading difficulties through evidence-based multisensory structured literacy approaches.

Example: “Phonics and Spelling Boost” (Practice 13, Level A1-A2)

This practice, drawing from Joanna Nijakowska’s work and adapted by the University of Ljubljana team, provides systematic, explicit phonics instruction using multisensory techniques. Students simultaneously see letter patterns, hear corresponding sounds, say the sounds aloud, and write the letters—engaging visual, auditory, kinesthetic, and tactile pathways simultaneously. The practice includes detailed scope and sequence for introducing phoneme-grapheme correspondences, guidance for pacing instruction to student needs, and cumulative review strategies that strengthen long-term retention.

Why it works: Research consistently demonstrates that students with dyslexia need explicit, systematic phonics instruction. The multisensory approach strengthens neural pathways through redundancy—if one pathway is weak, others compensate. The practice includes metacognitive elements, teaching students to monitor their own decoding and self-correct, which builds independence over time.

Example: “Self-Monitoring Word Reading” (Practice 15)

This practice teaches students explicit strategies for monitoring their own reading accuracy and comprehension. Students learn to pause after reading passages, ask themselves whether what they read made sense, and employ fix-up strategies when meaning breaks down. The practice includes self-assessment checklists, error tracking sheets that help students identify patterns in their difficulties, and graduated guidance for developing independent monitoring skills.