The core problem
By the second visit it was clear: the learner could read a clock, but the gap between activities was where the school day became difficult. Standard timetables did not help. Phone-based reminders were not his to carry.
What worked
A quiet pre-warning before each transition. The wristband does the warning while the class teacher continues normally.
What needs more work
The caregiver–teacher handoff. Two adults editing the same schedule introduced conflicts when changes arrived during the day. A future cohort can begin with that learning.














