5: Appendix B-2
- Page ID
- 64370
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Time Management and Task Completion Module: Toolkit Lesson Template - UDL + SJDR Aligned
Introduction to the Module
The Time Management and Task Completion module supports adult learners with intellectual and developmental disabilities (IDD) in strengthening executive-functioning skills essential for competitive employment. Employers consistently cite organization, punctuality, and follow-through as key indicators of workplace readiness, ranking these alongside communication and teamwork in hiring decisions (Williams et al., 2023).
Learners with IDD, ASD, or other cognitive differences may experience barriers such as difficulty prioritizing, organizing schedules, or sustaining attention under pressure (Burke et al., 2021). This module integrates Universal Design for Learning (UDL), Socially Just Disability Resources (SJDR), and scaffolded instruction to teach practical, workplace-aligned time-management strategies. Lessons are designed for dual mode delivery (in-person and online) and embed trauma-informed, culturally responsive practices that reduce anxiety and promote agency.
Approximate time: 90 minutes - adaptable for single or double class periods. In alignment with Vision 2030 goals-access, equity, and workforce mobility-this module prepares learners for stackable micro-credentials in Organization and Productivity and reinforces employability across pathways (CCCCO, 2025).
(UDL Checkpoint: Clarify Learning Goals - CAST, 2024)
By the end of this module, learners will be able to:
- Identify three strategies for organizing and completing workplace tasks.
- Apply scheduling and prioritization techniques using guided-practice tools.
- Reflect on personal time-management habits and set one goal for future employment scenarios.
Rationale: Employers rank time management and task completion among the top five soft skills influencing job retention and advancement (Williams et al., 2023).
Scenario-Based Hook
(UDL Checkpoint: Recruit Interest + Connect to Relevance)
“Imagine you start a new job at a busy office. Your supervisor gives you three tasks to finish by the end of the day. How do you decide which one to start first? How will you ensure you finish on time?”
Learners brainstorm in small groups or breakout rooms, sharing strategies for prioritization. Facilitators highlight varied approaches before moving into direct instruction.
Example: You have 15 minutes to plan your approach before the instructor checks in.
Rationale: Authentic workplace dilemmas increase motivation and help adult learners transfer skills from classroom to employment (RTI International, 2024; Stadd et al., 2023).
Direct Instruction: Multiple Means of Representation
(UDL Checkpoint: Provide Options for Perception and Understanding)
|
Format |
Example Resource |
UDL Justification |
|---|---|---|
|
Video |
Short clip demonstrating effective vs. ineffective time-management practices at work. |
Visual modeling supports comprehension and retention (Melhem and Al-Zoubi, 2025). |
|
Text Checklist |
One-page list of strategies (e.g., planners, reminders, breaking tasks into steps) - available in accessible digital format (screen reader friendly with alt-text for visuals). |
Serves as a concrete reference and universal access tool. |
|
Visual Organizer |
Color-coded daily task template or digital calendar sample. |
Supports executive functioning and visual learners (Triana-Vera and López-Vargas, 2025). |
|
Hands-on Demo |
Sorting and sequencing task cards to simulate prioritizing steps. |
Adds kinesthetic engagement and supports tactile learners. |
Rationale: Offering multimodal entry points ensures accessibility and honors learner variability (Evmenova et al., 2024).
Scaffolded Activities
(UDL Checkpoint: Build Mastery + Gradually Release Responsibility)
|
Level |
Activity |
Supports / Timing |
|---|---|---|
|
Model |
Instructor demonstrates prioritizing three workplace tasks using a visual organizer and think-aloud approach. |
Templates, verbal cues (≈ 10 min). |
|
Guide |
Learners practice scheduling sample tasks with structured checklists and receive feedback. |
Sentence starters + shared templates (≈ 20 min). |
|
Release |
Learners create their own daily schedule for a mock shift, selecting task priorities and timelines. |
Optional scaffolds available (≈ 25 min). |
Use a visual timer or auditory cue to mark each stage shift.
Rationale: Systematically fading supports builds autonomy and executive function skills (Montgomery et al., 2024).
Student Reflection and Self-Advocacy
(UDL Checkpoint: Foster Self-Regulation)
Reflection prompts:
- “Which time-management strategy worked best for you today?”
- “What was challenging about planning or staying on schedule?”
- “Describe one workplace or volunteer situation where you can apply today’s strategy.”
- “What tools or supports help you stay on schedule, and how can you request them at work?”
Learners set a personal goal to practice time-management skills in future classes or jobs.
Rationale: Embedding reflection and self-advocacy promotes independence and persistence (Burke et al., 2021).
Assessment Options
(UDL Checkpoint: Multiple Means of Action and Expression)
|
Format |
Description |
Alignment |
|---|---|---|
|
Performance Rubric |
Instructor evaluates prioritization, scheduling, and task completion skills using a 3-point scale (Developing / Proficient / Advanced). |
Benchmarked to workforce readiness metrics (Williams et al., 2023). |
|
Self-Assessment Checklist |
Learners rate planning and follow-through abilities and identify growth areas. |
Builds metacognitive awareness (King, 2024). |
|
Peer Feedback |
Learners exchange mock schedules and offer constructive suggestions on priorities and timelines. |
Encourages collaboration and critical thinking. |
Instructor Notes
Delivery Modes
© 2025 Alli M. Tucker-Stanojković | CC BY 4.0
- In-Person: Use large-format planners, timing games, and visual scheduling boards.
- Online: Employ digital tools (e.g., Google Calendar, Trello) with captioned tutorials. Provide transcripts for all tutorial videos and ensure color-coded templates meet contrast-ratio guidelines (encourage the use of universal visual icons or emojis - only if your platform supports accessibility; provide a text alternative).
Adaptations for Learners with IDD / ASD
- Provide visual task organizers and color-coded templates.
- Offer guided practice with sentence starters to support planning language.
- Allow assistive technology (e.g., voice-to-text reminders or digital alerts).
- Integrate trauma-informed strategies—normalize small setbacks as learning opportunities and celebrate progress.
- Discuss how communal vs. individual time orientations affect teamwork and scheduling expectations (Ojeda-Ramirez et al., 2024).
Rationale: Embedding assistive and culturally responsive supports enhances equity and belonging (Westerlin and Folske-Starlin, 2024).
Faculty Reflection Prompts
(Linked to Appendix D Reflection Checklist)
- How did learners demonstrate agency in organizing their work?
- Which scaffolds were most helpful and which can fade next time?
- Whose experiences or time perspectives were centered or missing?
- How did today’s activity advance equity, access, or workforce-mobility goals?
- What minor change will you test next time to enhance inclusion or efficiency?
Before Teaching This Module - Visual Fidelity Checklist
☐ Captioning verified
☐ Digital organizer accessible with alt-text
☐ Group agreement reviewed
☐ Scaffolds and timers prepared
Cross-Module Transfer Prompt
“Which time-management strategies could also support you in the Teamwork or Adaptability module?”
Encourages learners to connect organization skills to collaboration and problem solving.
Faculty Professional Development Connection
Instructors are encouraged to share time-management templates, alternate scenarios (e.g., restaurant or retail settings), or digital-tool tips within their Professional Learning Community (PLC) to promote cross-program consistency and institutional scalability.
Optional Extension
|
Skill |
Evidence of Mastery |
Micro-Credential Tag |
|---|---|---|
|
Prioritization |
Completed task-sequencing chart |
Efficient Planner |
| Scheduling | Accurate daily plan in mock shift | Workplace Organizer |
| Follow-ThroughReflection + Peer Feedback on completed plan | Dependable Employee |
How to Use This Template
This module models the integration of UDL-aligned instruction, SJDR principles, and andragogical scaffolding for adult learners with IDD. By combining realistic workplace scenarios, multimodal resources, kinesthetic activities, and reflective practice, faculty can deliver inclusive, workforce-aligned instruction that fulfills the recommendations of research findings and advances Vision 2030 priorities for equitable access, success, and mobility (CCCCO, 2025).