ABSTRACT
By the time that they reach secondary school, students are expected to be responsible for their own organisation and learning.To achieve this they will have to organise themselves to follow the timetable, move around the school, handle the increased homework expectations and cope with a much greater range of activities than they have previously experienced.This is a challenge for all students, but is especially difficult for those with language learning disabilities. These students often have faulty organisational techniques. Moreover, they tend to use them rigidly and persistently, demonstrating an inertia when encouraged to change these unsatisfactory habits. By looking at the areas of organisation required, teachers can help put strategies in place to facilitate planning of tasks and thus minimise what often seems to be chaos for these students.
