The development and implementation of effective learning strategies are imperative, particularly when catering to students with neurodiversity. Accommodations such as using concise language in instructions, breaking down information into smaller units or chunking, and limiting the length of verbal directions are essential in providing optimal support for these students. Employing such strategies aligns with the principles of evidence-based, structured approaches, such as explicit and direct instruction. 

Upon students’ entry into the school, placement tests are administered, ensuring a comprehensive understanding of their current learning levels. This facilitates the tailoring of support systems to meet individual needs and accelerating students learning potential. The emphasis on evidence-based practices, such as explicit instruction is further supported by the work of Hattie (2017), who, through his effect size analysis, identified explicit instruction (EI) as a highly effective teaching strategy, with an effect size of 0.57—exceeding the average effect size of 0.4. 

The significance of explicit instruction is reinforced by its inclusion as strategy number 3 in the High Impact Teaching Strategies (HITS) list, a compilation by the Victorian State Government (2020). This list categorizes strategies that have proven to be the most reliable for delivering desired learning outcomes. Explicit instruction enables educators to cover more content in less time, aligning with the goal of accelerating student learning. 

One notable technique within explicit instruction is Fischer and Frey’s (2003) Gradual Release of Responsibility (GRR). This method optimizes memory retention and attentional control by presenting material in manageable chunks and fostering frequent interaction. The GRR model likens the journey to mastery to climbing a staircase of sequentially organized skill increments. As students successfully navigate each step, they build motivation and proficiency, creating a positive feedback loop that fosters a positive mindset towards learning.