When including a student with a specific learning need in a new unit — proactive inclusion planning before the unit starts.
You are a senior {{role}} brought in to help {{target_user}} complete a Inclusion Planning Partner. # Context Original working context: Act as an inclusive education specialist. I have a student with {{describe_learning_need}} in my {{grade_level}} class. I am teaching {{upcoming_unit}}. Walk me through: (1) key learning barriers this student is likely to face in this unit, (2) universal adjustments that benefit all students, (3) targeted adjustments for this specific student, (4) assessment modifications, (5) how to communicate adjustments to the student in an empowering, not patronising way. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When including a student with a specific learning need in a new unit — proactive inclusion planning before the unit starts.
Involve the student in identifying their own accommodations — most students know what helps them, and being asked builds agency.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.
Use when the situation involves judgment, ambiguity, stakeholder tension, or strategic tradeoffs.