Presidents’ Day is fast approaching and it is one I kind of dreaded when I first started teaching. I knew all the other classrooms would be putting out their George Washington silhouettes and wearing their Abraham Lincoln top hats. I also knew I wanted my kiddos to learn about these important people as well, but there just were not any great materials out there for them to use. So, of course, like most special education teachers, I made my own.
And I want to share some of them with you for free at the end of this post!!
It takes more than a day
So the first thing I realized that I needed a MUCH longer time to teach this topic than most of the regular classrooms around me. That was fine. If nothing else, we had time. So I typically devoted 2 full weeks to Presidents’ Day. In a nut shell, here is what I did:
Week 1: George Washington and Abraham Lincoln
Week 2: Other past presidents (briefly), our current president, and the general powers of the President
Week 1 : George Washington
Who doesn’t love a good story about a hero who tries to save the country? I found George Washington an easy person to teach about. However, I did not stray into the more controversial areas of his life (like owning slaves). Because I taught K-5th grade I was not ready to go there, but I might have if I had older students. I wrote a book, we reviewed some fact sheets, and I did a circle map. It seemed to work really well, and the kids could make some nice connections to the Revolutionary War unit (click HERE) I had previously taught.
Week 1: Abraham Lincoln
Next, we talked about Abraham Lincoln, our 16th President, and a champion for trying to abolish slavery. Since we were mid-February at this point, we had been talking about Black History Month, and this fit in perfectly. I also had taught the Civil War unit (click HERE) earlier in the year, so we could also circle back to those main concepts as well. I love recycling my old materials. It is a great way to check for retention and connections to new material. Again, we did a book, fact sheet, and circle map. Now I could also introduce a Venn Diagram comparing and contrasting Washington and Lincoln. Color coding was of course added, and voila, they could successfully see how these two presidents were so alike.
We also ended the week with a fun log cabin replica made from some supplies I had in the classroom and from home.
Week 2: Other Presidents
I felt like it was important for students to at least “meet” some other past presidents, especially those we had talked about in other social studies units. For this purpose I wrote a quick book and actually made a file folder matching activity. (I know I don’t have many of those in my store, but I used them ALL THE TIME in the classroom.)
We also looked at who our current president is and what powers, in general the president has. We had already done the Branches of Government unit (click HERE) where we had really looked at the powers of each branch of government, so this was just meant as a review. Again, super cool to swing back around and revisit material we had previously done, but now presented in a new way.
Of course I had to do a writing prompt (they are my favorite!) This year, I also created some cool Sudoku puzzles to add even more variety. They are super fun, and I give you some great tips so EVERY student in your class can complete these puzzles.
A Free Download for YOU!!
As always, how can I help? I tried to find something in this unit that I thought EVERYONE could use. So I am making the Washington and Lincoln facts sheets, and the cut and paste review sheets free to download here. I know you will be able to incorporate these into any lesson plans you have for Presidents’ Day. Hopefully, it will give you just a little more time to take a breath and enjoy your students.
You can check out my entire unit on Presidents’s Day by clicking HERE. It has over 120 pages of material guaranteed to keep your kiddos engaged and learning for 2 weeks.
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Have you ever spent what feels like days teaching a particular social skill? You find the perfect social story, review it daily, send a copy home for parents to read, and even do various activities reinforcing the main concept. It seems, like your student understands and recognizes what behavior is expected. Then it happens. One or two weeks later you find yourself in that precise situation you practiced and talked about. Maybe it is in an assembly or maybe it is waiting in line for pizza in the cafeteria. You feel confident, your student will behave perfectly; just like you practiced. But then it falls apart. It is as if all that work was for nothing. Your student seems to have forgotten all the cues, all the appropriate responses. It is just a mess.
Boy, have I been there. It can be really discouraging. We all know that social stories are an effective tool. We should not just abandon them when it feels like they may not be working. Maybe they just need a little more support. Maybe we need to add some power cards.
What are power cards?
Power cards are small, often 3 x 5 , that summarize in just a few words or pictures what the appropriate behavior is in a given situation. You can easily create a power card for just about any social story. They can be highly effective reminders, especially when it has been a while since you focused on that particular skill. Because they are so small and portable, students can easily carry them and refer to them as needed. In addition, they do not draw a lot of attention from their peers.
How do you make power cards?
There are a lot of tips out there on how to make the perfect power card. The bottom line, is that it depends on your particular student. Here are some things to keep it mind:
Keep them small enough to be portable. How will your kids carry them? In their pocket, on a key chain, in a phone holder? This will determine the best size to make them.
Use materials that will withstand wear and tear. I like printing them on card stock and laminating them. You can also use packing tape as a quick and cheap way to make them really durable.
Make sure they look age appropriate. The front image can be just about anything that is of high interest to your student. Often, they can look like trading cards. I also let my kiddos personalize them with stickers, color, and even glitter. You can always substitute the front image with something else.
How do you use power cards?
Review the power card as part of the daily lesson when you are focused on teaching that skill. Then, make sure there is a designated space either you or your student keeps their card. In some instances, I kept all the cards myself. For example, the cards we made for a field trip, I would keep in my desk. I would pass them out before leaving and collect them again once we returned. On the other hand, cards we made for what to do when the teacher is talking, students kept in a location they could easily access. For some kids that was in their desk, for some it was in a pencil box, and for some it was on a key chain. As long as they could get it out when needed quickly was fine with me.
I found power cards to be a really nice tool to help students quickly review expectations. It allowed me to use less intrusive prompts. I could simply point to the card as a remember to appropriate behavior.
An additional benefit of power cards
One last great thing about power cards is that they are a great cue to other adults what is expected. If you are not present, another adult can look at the power card and implement the same expectations. Having everyone on the same page so quickly and easily is invaluable.
So, consider adding power cards to your social skills strategy. They are a great tool to have in your arsenal. Click the button below to download this one on telling the truth to try today. There is a copy with pictures and one with just words.
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2019/02/power-cards-feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652019-02-04 09:53:572019-02-04 09:54:03Power Cards: an effective behavior management tool
We all know there are certain steps, 6 to be exact, to the scientific method. We also know it is something taught to almost every student at some point in their science curriculum. But what about if you teach in a special education setting? What if the students you teach are severely impacted? Can you still teach and practice the steps of the scientific method? Should you teach and practice the steps to the scientific method? Yes and yes. Let’s look at how you can take this abstract concept and provide enough support (and a lot of repetition of course) to allow your students to make real connections to this process. Oh, and there is a FREE download at the end of this post. 😉
Step 1: Ask a good question ❓
This is probably the most difficult step for me because asking questions in general, can be really difficult for our kiddos. The key here is to get your kids to :
Just ask general questions about the material you are studying
Start deciding if their questions contain something that can be measured
Come up with questions that can be measured AND are relevant
So, as you can imagine, this takes a lot of guidance and a lot of practice. I try to validate as many questions as I can. Remember, this is NOT the formation of a hypothesis. That comes in step 3, and we will provide a lot more support for that step. For now, I then help guide them as much as I can, while letting them explore possible questions. In the end, it is okay if you, as the teacher, come up with the best question to base your research and experiment around.
Step 2: Research and gather information 📓
This is the step that is the easiest, in my opinion. If you have a well-structured lesson then you are naturally helping students research and gather information everyday through the stories you use, videos you show, and activities you have students complete. The other part of this step is deciding on what you will need for your experiment and gathering those materials. Here is how I set that up to make it as structured and independent as possible.
Step 3: Make a hypothesis 🤔
This step needs some structure to be sure students truly comprehend what a good hypothesis looks and sounds like. For that reason, I use the format shown below to allow students to formulate their OWN hypothesis. That means I try to provide answer choices that make sense, but I also know might be proven wrong. It is OKAY to have a hypothesis proven wrong. It is important to let students know that, so they do not feel like they have done something “wrong” if things do not turn out as expected.
Step 4: Conduct experiments 🔬
Yep, this is the best part. All kids love to do experiments. Although you may not wade into the territory of independent, dependent, and controlled variables with your students, you, as the teacher, needs to be aware of them to protect the integrity of the results. For that reason, I make the experiment very structured and the directions very visual. Honestly, some experiments go better than others, but my ultimate goal is to allow students to do as many of the steps themselves with only some guidance from me. I try to stay away from the “now watch me” model. I think the kids need to get their hands in there and actually DO the experiment themselves.
Step 5: Analyze the results 🔍
You may think this is the hardest step, but really it is not. With the right amount of support and visual structure, students are able to collect the data on their own AND compare it to their hypothesis.
Step 6: Present your conclusion ✋
The moment of truth. Students get to share what happened in their experiment and how that compared to their hypothesis. Circling back and connecting their results to their predictions is critically important in the process of the scientific method. I also think it is the step that is often glossed over in many regular education settings. But, I have found a great way to help students “see” this connection. This is one of those times, that I try to include only the correct answers. I make this last page as errorless as possible. I want my students paying attention to how their results compared to their hypothesis, NOT trying to figure out what the right answer is. It has worked really well for me.
My hope is you will feel like you have the tools to help your students not only conduct experiments in your classroom, but to do it with validity and respect for the scientific method. I use this exact same set up for every experiment I have included in my science units. If you want to try one out, click the button below to download this experiment from my unit on the Scientific Method: Turning a Penny Green. I think your students will really loveit!
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2019/01/Scientific-method-feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652019-01-28 13:15:092019-01-28 13:15:14Teaching the Scientific Method in a special education setting
I had so many teachers last year begging me to do a novel unit on Wonder by R,J. Palacio. I was deep into a series of science units for high school, so I put it on my to-do list. I knew I wanted to do this novel, but was not sure when. Well, this December while in the car for over 12 hours, I finally found the time. Boy am I glad I did!!
A great read
This is an amazing story of one boy’s struggle to be just another kid despite his very visual differences. The book chronicles his first time in a public school setting at the age of 11, going into 5th grade. As you can imaging, there are some pretty awful experiences, as well as some heartwarming ones. In the end, he comes away the hero, causing us to shed more than a few tears at his triumphs.
A bonus chapter
So, I happened to pick up the book with a bonus chapter that was not included in every version of the novel. It was a chapter, solely from the protagonist’s view point, Julian. Julian is that boy in the book that we all want to dislike. He is a privileged, upper class boy with parents who use their money and power to get what they want. Julian is not kind. He is the stereotypical bully who we wish could just feel a little bit of the hatred he puts out. But, then we learn more.
This chapter looks more deeply into why Julian is the way he is. You get a glimpse at his own hidden disability. It is a good lesson, that you never know what struggles an individual may be dealing with. In the end, you still feel anger and dislike for Julian. His actions were pretty horrible, regardless of his home situation. But, you do understand him more. You may even look differently at those students who do not seem to have enough compassion and kindness for others.
I have created some FREE activities to go along with this bonus chapter. As with all my novel units, I created them for students with autism and significant learning challenges. Even if your students struggle with comprehension, they will still be able to do and benefit from these activities. Click the button below this short video to download them.
The complete unit
I do have the complete unit for Wonder in my store. You can check it out by clicking HERE. I am really glad I finally took the time to read this story. Always choose kind, and you cannot go wrong.
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2019/01/Julians-chapter-feature-imate-1.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652019-01-21 09:55:052019-01-23 10:17:29Wonder: A novel unit for teaching acceptance with free activities
Have you ever purchased a teaching unit or curriculum and wondered, “What the heck am I supposed to use this for?” I have gotten that question occasionally from some of my friends concerning the vocabulary boards that are included in 99% of my units. I do have this great short video, giving you some ideas, but I wanted to share 10 more awesome ways you can use these vocabulary boards (oh, and it works with those vocabulary cards in some of my units as well!!). At the end of this post, you can download a complete list with a summary of all these activities you can keep for a quick reference. Trust me, your kids will not only LOVE these activities, but learn from them as well.
First, here is the video I made a few years ago about using these boards in case you missed it.
Now let’s add some new and exciting ways you can use these in your classroom. Remember, if you purchased a unit that has vocabulary cards, you can do these same activities with those as well.
NOTE: For many of these activities you will want to enlarge a second copy of your vocabulary board since you will be holding the images up in front of the students. If you are unable to do this, NO PROBLEM!! Just send me an email at firstname.lastname@example.org and tell me which vocabulary board you need enlarged. I will email you an enlarged copy!!
I Spy Game
Here is what you will need:
one copy of the board for each student
one teacher copy you have cut apart (enlarging it also helps but is not necessary)
Counters/markers or way for students to mark their board
How to play:
Hold one of the pictures from the board so only you can see it.
Describe it with as much detail as you can
Ask students to put their marker/counter on the picture they think you are holding
Turn it around and ask students to raise their hand if they got it correct
Here is what you will need:
one copy of the board for each student
one teacher copy you have cut apart (enlarging it also helps but is not necessary)
How to play:
Paste the symbols around the room
Students walk around with their vocabulary board looking for matching symbols
Place a sticky note on their board covering the symbols as they find them
Here is what you will need:
two copies of the vocabulary board cut apart
How to play:
place all the cards in the middle of the table
hold up a card, and the students race to find it in the pile in the middle of the table
NOTE: for students with physical challenges, allow them to simply find the symbol on their board or communication device
Here is what you will need:
One copy of the vocabulary board with each symbol cut in half
How to play:
Give each student a pile of pieces
Have them reassemble the pieces into the correct symbols
They may have to ask each other if someone else has the second half to a piece they have. Great for increasing communication and sharing.
Here is what you will need:
3-4 copies of the vocabulary board (depending on if you want them to find sets of 3 or 4 matching symbols)
How to play:
Give each student a 4-5 symbols that they hold so no one else can see them
Play traditional Go Fish game
Here is what you will need:
One copy of the vocabulary board for each student
Different colored counters or sticky notes
How to play:
Find a common characteristic of many of the symbols on the board, for example:
Have students place one color counter on all those that share that characteristic
Place the other color on all those that do NOT share that characteristic (or leave them uncovered)
You can give students some clues, like you should be able to cover 6 symbols
Here is what you will need:
A copy of the vocabulary board for each student
Counters/markers or sticky notes
How to play:
This is a great way to practice some math while doing a totally unrelated lesson
Have students place the counter on the first, second, third, etc symbol in row 1
You may need to differentiate or modify the board to help students understand which row they are looking at
Label the rows to the left 1-5
Cover the rows you are not using so there is only one row visible
Here is what you will need:
A copy of the vocabulary board for each student marked with labels up, down, right and left
You can just add these temporarily with sticky notes so you do not have to print all new boards
For non-readers, use U, D, R, L or arrows
Some kind of counter/marker or pawn they can move from a board game
Optional: 7 large cards with number 1-3 and up, down, right, left
How to play:
Have every student put their marker or pawn on the same starting square
Have students show you, by pointing, which was is up, down, left and right
Or hold up your large card and have them finding the matching direction on their board
Give simple directions like:
Move 2 right
Move 1 down
Move 1 right
Move 1 down
Where do you end up?
For more advanced students, write out the directions on an index card and see if they all end up in the same place
Bean Bag Toss
Here is what you will need:
A copy of the vocabulary board for each student
A copy of the vocabulary board cut apart
Small paper plates (you can also use pieces of construction paper)
How to play:
Glue the cut apart symbols to the paper plates (one on each plate)
Arrange them around the room
Students toss the bean bag trying to get it to land on a paper plate
Students retrieve the paper plate
Find the matching symbol on their board, or name the symbol
BINGO Bean Bag Toss
Here is what you will need:
A copy of the vocabulary board for each student
1-2 copies of the vocabulary board cut apart
Small paper plates (you can also use pieces of construction paper)
Counters or markers
How to play:
This is set up just like the bean bag toss above
Explain to the students they will be trying to collect enough symbols to get either a complete row down or across
Students then need to be able to visually find the symbol they are looking for in their row and toss the bean bag so it hopefully lands on it
So, that is it for now. I really hope these ideas help you take what you already may have and expand it into something that is engaging, educational, and exciting for your students. If you have another way you like to use these materials, please comment below and share the love!!
And, remember…. All these activities can be done with vocabulary cards as well!!
Here is the free download I promised. It is a quick cheat sheet, so you will always have an activity ready to do when you are looking to spice things up!!
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2019/01/vocab-board-feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652019-01-14 13:54:102019-01-14 13:54:15Awesome activities to do with vocabulary boards and cards
More and more special education teachers are being asked to address the same curriculum and issues being presented to typical peers. This is not too terribly challenging when you are in an elementary setting, but it can get REALLY tricky once you reach middle or high school. There is an almost complete absence of materials, and the subject matter seems really complex, abstract, and often riddled with controversy. So, what are teachers who teach the most significantly impacted students supposed to do? Well, I decided to jump in head first and try to figure it out. It took a few attempts before it felt “good” to me, but now I am confident that I have ironed out (most) of the wrinkles.
So, first let’s look at the question of WHY we should teach this, and then I will share with you the HOW to teach it. There are some great free resources to help you, I promise!!
My principal told me I have to.
This may seem like a ridiculous reason, but it is the reality many teachers face. Either administrators do not truly understand the challenges our students face, or there is someone above them demanding “results.” Either way, if your boss says do it, then you do it to the best of your ability.
It is in the standard curriculum
But I don’t teach the regular curriculum! I know, I didn’t either. My degree is in adapted curriculum. But guess what? That makes me more than qualified to take the standard curriculum and modify and adapt it so my students can benefit from it. Now, finding the time to do so is an entirely different matter.
It impacts the families of the kids we teach.
Many of our families today are impacted greatly by the happenings in the world around us. And, at least right now, a lot of what is happening brings uncertainty and often fear. The materials we use to teach our students about the most up to date current events may also ease some tension by increasing the understanding of these issues at home. That is an added benefit that is totally worth my time.
It is age appropriate.
Too often I have walked into middle and high school classrooms and seen materials that were either made for much younger students, or were never meant to be used in a classroom setting at all. My son, who is almost 22, loves Sesame Street and Barney more than most 2 year olds. I have NO issues with that at all. What does bother me, is when he is able to access that (almost unrestricted) in a school setting. I know some may disagree with me on this one, but I really believe it is our job to expose our students to as much age appropriate materials as possible while we have them. Leave the Wiggles and Thomas the Train for home.
You may open Pandora’s Box.
Individuals with special learning needs, especially autism, often have the quirkiest interests. We have all had that student who knew everything there was to know about a topic that most of us forgot about long ago. Some of students just have not had the right exposure yet to ignite this fire. I know I am not going to do any damage teaching about current events, and I may, indeed, open the door to a whole new, and exciting world, for one of my students.
So, now let’s talk about HOW to teach this content.
I spent much of 2018 asking the same question to any teacher I could, “How can I help?” There were two overwhelming answers:
Provide me with easy to use, age appropriate materials my students will learn from.
Provide me with some detailed lesson plans so I know HOW to teach this new content.
Done, and done!!
First, let’s talk about the lesson plans. And, here is the first of the great free resources you can grab. I realize that this new content that can be fairly challenging for even us to understand. I knew I needed to add some lesson plans. But, be patient with me. I am going back and creating these after the fact, so it may take me a while. They are really detailed and specific to the unit, so I think you will find them truly helpful. Click on the button below to get a FREE lesson plan to go with my Immigration Unit.
As you can imagine, I have worked really hard creating some units that cover some of the “hot topics” in the news today that promote global awareness and global citizenship. You can find them all in my store on TPT:
And, here is the second great FREE resource (in case you missed it a few weeks ago). In my free resource library, I have the complete book that goes with my Immigration Unit you can download for FREE. You can click here to get access (there are a ton of free resources in there you will LOVE) or click here to download the book right now!
So, I hope this will ease the anxiety many of us feel as the bar is rising on what our students are expected to learn. They will rise to the challenge if we just give them the tools to do so.
As always, “How can I help?” Feel free to let me know in the comments or email me at: email@example.com
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2019/01/feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652019-01-07 13:52:532019-01-07 13:52:58How and why to teach current events in a self-contained high school classroom
Are you one of those people who like to buy a power ball or lottery ticket? I spent most of my adult life in the Bible Belt where there was NO gambling. No lottery tickets, no power ball, and certainly no slot machines. Then I moved up north. Every grocery store has its own set of lottery ticket machines, and there is ALWAYS someone there contemplating the best one to purchase. I find it all so interesting.
Charlie and the Chocolate Factory
One of my favorite movies and books of all time is Charlie and the Chocolate Factory. I am sure you are familiar with the plot, but basically there are 5 golden tickets hidden out in the WORLD for lucky buyers to find in their next chocolate bar. Then there is Charlie. So poor, so hungry, and so cold. His grandfather gives him a treasured coin to buy a chocolate bar because he KNOWS that Charlie will be a winner and they will get to tour the famous Willy Wonka Chocolate Factory. Charlie buys his chocolate bar and carefully carries it home so he and his grandfather can open it together. With great anticipation they peel back the wrapper to find…. no golden ticket. They have not won a trip to the magical factory. But later in the story, Charlie DOES find a golden ticket. He gets to go see Willy Wonka and all his wonderful creations with his grandfather.
Win a Golden Ticket
I just love this story. So much, that I decided I wanted to have my own golden tickets to give out. I am fascinated by the hope people have, as they spend their hard earned money at a machine that spits out a ticket they have to scratch at to find out if they won anything, anything at all. So, in the spirit of Willy Wonka and his amazing chocolate factory, I am inviting you to come on a journey with me to find 5 golden tickets!!
Every Sunday, I will place 5 golden tickets in 5 random products in my ***store***. When you purchase a unit, and go to open it up, on page 2 you MAY find a golden ticket!!
So, obviously I cannot take people on a tour of a chocolate factory. I cannot even send you a chocolate bar (though I wish I could.)
BUT, I can offer you a totally FREE unit of your choice. Yep, each golden ticket is worth a free unit from my ***store***. Email me the claim code and let me know which unit you need.
I have spent so much time thinking and thinking about what I could offer to teachers who are so short on time and money. When I was in the classroom, all I wanted was a free planning day. Just give me a day off, with no kids, full pay, and time to PLAN. So this is my attempt to do that for you. With this free unit, hopefully you will not have to plan for what is next. It will be ready to go.
So, I hope this brings a little excitement to your day. And if you win, be sure to share the news with as many other teachers as you can. Every person who buys that unit from my ***store*** during that week will get their own golden ticket. So, pay it forward and spread the love.
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/12/Golden-Ticket-feature-image-1.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-12-09 08:00:262018-12-08 17:29:09Do you feel lucky?
Oh boy, is this a tough one. If you teach in middle or high school and you have a student who walks into your classroom throwing the f-bomb or other words that would not be considered so nice then what are you to do? Perhaps the student is looking for that shock value. Perhaps he/she is just super frustrated and has no better way to express himself/herself. Although it is critical to figure out the WHY, for now you just need it to STOP.
Now imagine that this has been happening for years. No one has ever really addressed it before. Or, they tried but were not all that successful. Now you not only have a student who curses, but one who may have been doing it for the last 10 years. How in the world can you ever get that to stop?
Well, first of all buckle up. It is going to be a LONG and BUMPY ride. There is just no getting around it. There is no magic bullet to get students to stop ANY learned behavior that is quick and easy. You need to commit right up front that you are in it for the long haul. You need to be realistic, and accept that the first, second, and third plans may fail. But, you know it will somehow stop with you. If you are willing to put in the work, take the time, and investigate the root cause, you will be successful. And, although later teachers won’t thank you, because you cannot really appreciate a bad behavior that is no longer present, you will have the awesome satisfaction of improving the social acceptance and ultimate quality of life on this one student. It will be so worth it.
So, let’s get a plan.
First, you need to determine with as much certainty as possible what is causing the student to use profanity. I always found it helpful for someone else to come in and do an observation or functional behavioral analysis. Sometimes, I even video taped the student so I could get a second opinion (with permission of course). Absolutely no plan will be successful if you cannot truly define the reason behind the behavior. Let’s look at some potential functions:
Escape. Many students use negative behaviors to get out of a situation. They learn that if they throw out certain words, adults will do almost anything to get them to stop. They will take away a demand. They will give a reinforcer freely. They will shower the student with attention to hopefully stop those awful words from spewing forth.
Attention. Yep, this is the most common reason. Certain words have amazing shock value when used in a classroom setting. The gasp from adults is almost involuntary. The attention adults give is immediate, not to mention the attention of everyone in hearing distance. It can be really, really hard to NOT give this behavior the attention it often demands.
Gain access. This is similar to the function of escape. As often happens, when students cannot get access to what they want, they pull out the negative behaviors to not only show their displeasure, but because in the past, it has been a way for them to regain access to that desired item. Using profanity is no different, and is often used to as a tool to get adults to just give in.
Internal/self-reinforcing. So some behaviors, although not many, occur simply because it feels good to the individual, or it is beyond their control. Tourette’s syndrome is a good example of this. Too often, we choose this function because we just don’t know why the student is choosing this negative behavior. I have even pulled this card myself a few times. I swear the kid “just does it” for no reason. Inevitably, I am proven wrong. So use caution if this is the function you land on.
Get a baseline. So before jumping in with some grand intervention plan, get a baseline first.
How often does student use profanity
Where is it most often used
What particular words are most often used and how often
Get a super clear picture of the entire scope of the behavior. This will be so helpful when trying to choose a replacement for the profanity.
What is happening right before the swearing begins? Does the student take a deep breath? Does the student clench his or her fists?
This is different than the antecedent. We are not looking for what may trigger the behavior, just what is the first physical sign it is about to occur.
How long does the actual cursing typically last? You could measure this in either words or seconds. What is his/her face look like? Are the eyes open? Does the face get red? Is their involuntary spitting involved?
What happens right after the student is done swearing? Does he/she take a deep breath? Is there a slight smile? Where do they look? At you for a reaction? Out into space as though he/she is emotionally spent?
Come up with a replacement behavior. Here is the hard truth. Punishing a learned behavior, even a negative one, rarely makes it go away. We cannot just somehow force the student to stop swearing. We need to give them something to do instead, and it needs to look and feel as close to the real thing as possible. This is why clearly identifying when the behavior is about to start is so critical. We want to come in with a replacement BEFORE the cursing actually begins. We want to interrupt the cycle just as it is starting. Above all, we do not want to inadvertently reinforce the swearing by coming in too late with some “cool” alternative. It may take you a while and some brainstorming to come up with something good. So what are some possibilities?
Choosing a more socially acceptable word.
Handing the student a stress ball or other sensory object (or maybe it is in their pocket).
Pounding their fist into the palm of their hand.
Coming up with a “cool” hand signal, that you and the student agrees means “that word.”
As soon as you see that first sign, jump in with whatever replacement you have chosen. Use whatever prompt you feel is most appropriate, be it a flashcard, a picture, a gesture, or a verbal prompt. IF the student uses the replacement behavior then he/she gets the result of whatever the identified function was. Maybe he/she wants to get out of doing work, maybe he/she gets some super cool reinforcer, or maybe he/she just gets a bucket-load of attention (in a really big way). Whatever the result, it has to be worth it. The replacement has to seem better than the original profanity choice.
Communicate the plan to everyone and make sure parents are on board. Make sure as many people as possible truly understand this plan. There is nothing worse (or stronger) than intermittent reinforcement. So if everyone follows the plan, and then at dismissal when it is getting crazy, and your assistant decides to go back to just trying to punish the behavior it will be a disaster. If you fail to interrupt the pattern and don’t get a chance to use the replacement behavior, it is better to simply ignore the entire cycle. Give it no attention, and just proceed as if the profanity never occurred.
Teach, teach, teach. The plan you come up with should NOT be a secret from the student. This is a team approach, not some stealthy mission to eradicate bad words. So, talk it out. Allow the student to make some choices if possible. Then, deliberately practice and teach the plan. You can introduce social stories or power cards into the mix if that is helpful. (You can download some FREE power cards at the end of this post to help with choosing the best word.) But, really the key is a commitment on your part to take focused time every day to work on this skill.
What if it totally fails? Well, to be quite honest, it probably will a few times. I don’t think I have ever come up with a behavior plan that worked out of the gate. Don’t give up!! Persevere, it will be worth it. If you have older kids, this behavior may be years old. The learned patterns run DEEP. This is where that baseline data can be helpful. Not sure if your plan is working at all? Re-take some of that data you took in the beginning WITH the plan in place. We should always be making decisions based on data if at all possible.
Watch out for that extinction burst. So, with any good behavior plan, the targeted negative behavior is likely to get worse before it gets better. Be prepared for it, and make sure the other people are ready for it as well. Nothing will derail a plan faster than watching a kid who was swearing a couple times a day, all of a sudden start swearing multiple times a day. The introduction of the replacement behavior will help keep this at bay, or could even squelch it all together. I have had that happen too. A really good replacement behavior with consistent intervention can really decrease or even eliminate that burst.
Well, that was A LOT more than I thought I was going to say on this topic. But, I see too many parents and professionals trying to stop or punish a behavior. It just doesn’t work very well. I know profanity is a hard thing to deal with. I know you may get a lot of push back from other parents and administrators for not having an immediate and stern consequence. But I applaud you for your effort. I applaud you for choosing to go with research rather than gut instinct. It may feel like you will never get there (it once took me 3 years to replace a behavior successfully with one of my students), but just keep trying. Later teachers may not thank you, but it will make a huge impact in the social life and community acceptance of that student.
Need some help getting started? I have a unit I put together with 2 social stories, activities, and power cards. You can check it out by clicking on the image below.
Just need some power cards for now? You can download them for FREE by clicking on the button below.
https://i1.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/12/cursing-feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-12-02 19:03:012018-12-02 19:03:01How to deal with profanity in the classroom.
I have read a lot of research articles this week on the healing power of gratitude. It can not only bring you a sense of peace but be restorative as well. So, I wanted to take just a minute and share 10 things I am most thankful for this year. Some are big, and some are small, but they are all powerful.
My health: I will turn 50 in a few months. I am so thankful that I am fairly healthy, have won the battle with obesity, and have found healthy foods and a routine I enjoy and can sustain.
2. My husband: Raising a child with special needs is incredibly difficult and can be often devastating to a marriage. We have found a way to navigate those rough seas, and after 25 years still find ourselves to be best friends (even though we don’t always agree.)
3. My kids: I am blessed to have 2 great kids. They could not be more different and they both bring me joy and fulfillment in very different ways. I would be lost, and definitely not the same person, without them.
4. Good books: My love for reading is very strong. My daughter shares my passion for reading, and you will often find us cuddled up in front of the fire reading a good book. There is nothing better.
5. A warm quilt: Living in the North, I have found my quilts to be even more important to me. But it is not only the warmth they bring, but it is also the creative release they provide. Teaching myself to quilt in those first years when my son was diagnosed saved me. It gave me something to focus on that had nothing to do with the disability world. So, yes, my house is filled with quilts, but they have healed me as well as kept me warm.
6. A clear trail: My daughter also shares my love of running. This Thanksgiving holiday, we went on a long 10 mile run on our favorite rail trail. Well, we had an unexpected snow earlier in the week, and it was still on the ground. Running on snow is TOUGH. I was so thankful when I would look ahead and see some melted tracks. It is the little things that can make all the difference.
7. A good plan: As I embark on this new journey of trying to find possible employment for Jimmy now that school has ended, I am thankful for a good plan that was put together by a talented group of people. We forge ahead, making adjustments when needed, and celebrating those small victories.
8. A willingness to let go: I have always been able to overcome disappointment fairly easily for some reason. I am thankful that the bumps in the road have not derailed me. There is a lot I could be resentful about, but I choose to let it go and be grateful for what I have now. I have come to realize that this is not easy for many people, and I am thankful that I am able to focus on the present and plan for the future while letting past disappointments fade away.
9. Good running shoes: I do A LOT of running. It is critical for my mental health. (If you are a runner, you totally get what I am saying.) At my age, equipment is everything. Just having a really good pair of shoes that can pound the pavement day after day, is definitively something I am thankful for.
10. A cloudy day: It is funny, but on a walk with my son the other morning, I had the realization that I am a cloudy day kind of person. I love the way everything feels kind of muted and soft. The colder the better, but cloudy days are my favorite.
I hope everyone find something to be thankful for this holiday season.
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/11/feature-image-I-am-thankful.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-11-19 13:22:232018-11-19 13:22:23I am Thankful
Teaching students what it means to be thankful can be a challenge. Today, kids seem to have so much, and it seems like the minute they (we) want something, POOF it appears. (Thanks Amazon.) So, if you work in a special education setting, teaching what it means to be thankful can seem like an impossible task. But, again, all the other teachers and classrooms are doing it, so of course I was not going to be left our or left behind. Here are some ways I chose to teach about gratitude. HINT: I saved the best for last!!
1. The Giving Tree
First, I LOVE my books. So, I focusing on The Giving Tree as my story selection for this unit was an easy choice. It had the added benefit of talking about how the leaves fall off of a tree during the fall season, so how could I resist? The theme of selflessness that is present in this story was definitely over the head of most all of my students. So, I chose to focus on all the things the boy was thankful for and the things the tree was thankful for. I know there is a lot deeper meaning to this story, but it worked for my class, and they got to experience a book many of their classmates had gotten a chance to read.
(By the way, there is a great animated version on YouTube, that you can see here.)
We then did an activity with leaves and a tree template to show what we were thankful for. You can get this template by clicking the button below.
2. Thankful collage
This was an easy one. I would give students a bunch of magazines and advertisements and have them cut/tear out pictures of things they were thankful for. It was challenging getting them to understand that this was NOT a wish list, but rather things that they already had and loved. We would glue them all down onto a class-sized collage.
3. Social Scripts
So if you have run any social groups, then you have likely used social scripts. They are simple phrases that students can repeat to practice appropriate responses in social situations. Most of my students had very limited verbal ability, and many used communication devices. So, depending on their personal mode of communication, we would practice (OVER and OVER), I am thankful for….). This meant I often had to pre-program devices, or get some visual cues ready ahead of time. This also worked really well with a pocket chart and sentence strips. I would put one sentence strip per student (I am thankful for…) in the chart ahead of time. Then we would go around and each student would “verbalize” what they were thankful for. We would put either the word or picture they referenced at the end of the strip to finish the sentence. We could then go around and practice reading the entire chart. Again, sometimes I had to record myself reading it ahead of time so those who used devices could still participate by pushing a button when it was their turn. The repetition of this activity was VERY powerful. If nothing else, by the end of the week, most of my kiddos were parroting, “I am thankful.” Not such a bad thing to go around saying!!
4. Delivering thank you notes
My students needed lots of practice navigating the school as well as socially interacting with all types of people. So, one thing we did every November, was to write thank you notes to the various teachers and staff in the school. Often, I would write the card, and the kids would decorate them. You always have to think, “what is the goal of this activity?” In this case, the goal was NOT saying what they were thankful for, or even saying thank you. The goal was to:
Deliver a piece of mail to the right person
Behave appropriately in the hallway while taking our notes
Using eye contact or a smile when handing over the card. (Bonus points if they used the staff member’s name!!)
I LOVED this activity and it worked out so well.
5. The Gratitude Dance (MY FAVORITE)
So, here it is. My number 1 favorite activity for teaching MY students about gratitude. My kids loved to move. Most of them also loved music. One day, I came across this amazing video on YouTube called the Gratitude Dance. I can’t explain why, but it affected me deeply. I knew I had to share it with others. As I have mentioned before, I worked with an amazing team of special ed teachers in North Carolina. We often planned activities together, which benefited us AND our students. This Gratitude Dance was one of those collaborative efforts. We all gathered in one place. We watched the (short) video. Then, we danced. It sounds so simple. But, it often bought many of us teachers to tears. Such a simple and authentic way to show gratitude. Move your body. Move your body to music. Display gratitude. Perfect.
So that is it. I am thankful for every single student who passed through my doors. You made me a better teacher, a better, wife, a better mother, and a better human. Gratitude.
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/11/Learning-About-Gratitude-Feature-Image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-11-12 11:01:452018-11-12 11:01:45How I taught gratitude
It’s the Great Pumpkin Charlie Brown, was always a favorite of mine as a kid. Although winter is my favorite season, fall is a close second. It is filled with those cooler days and nights, filling me with anticipation of the true crisp weather to come. And then there are all those pumpkins. I just LOVE them. So, I reached out again to some of my favorite teacher authors and bloggers out there, and BOY DID THEY DELIVER!! I have so many awesome FREE pumpkin resources here, you will be hard-pressed to use them all.
Of course, I had to create 2, brand-new, special FREE pumpkin downloads for you to get this awesome roundup started.
First is this super, simple no cook recipe for Pumpkin Snowballs. YUM!! In color and black and white, get your students “cooking” with this FREE picture recipe.
Next, I have a pumpkin writing prompt. I have heard you LOUD and CLEAR. Teachers want more of these simple writing prompts that their kids can create on their own. So, here is a new one for you that is perfect for November!!
Now onto the roundup!! There are lot of good ones here, so take your time, or bookmark this page so you can be sure to grab them all!!
From the Elementary Island be sure to grab Halloween and Fall Activities to Engage. Review those place value skills that you have tirelessly worked all quarter on. The BEST part? This can double as a cute hallway display!!!! You can print the pumpkins on orange paper or have your students do the coloring! Connect some vines and….. VOILA!!! A cute display that can last all fall!
From the Blooming Mind get this Pumpkin Math Worksheet. This “Let’s Count Pumpkin Seeds” math worksheet will help your students practice counting 1 to 5! Have students count the dots and cut and paste the matching number beside the pumpkin.
From the Therapy Mama be sure to check out these Count and Clip Cards. These cards are a fabulous way to reinforce your students counting skills while targeting fine motor skills as well. They focus on the numbers 1 through 20. They are great for Preschool, Kindergarten, homeschools or special education classrooms.
From We Heart Teaching grab these Pumpkin Math Puzzles. These differentiated pumpkin math puzzles are the perfect addition and subtraction practice for your classroom! This resource includes 1 math puzzle with 5 differentiation options.
From Fantastic Fun and Learning get this Pumpkin pie play dough fractions printable. For our Thanksgiving activities I put together this quick prep pumpkin pie play dough fractions free printable. It’s a fun and meaningful way to weave in a bit of math alongside our pretend play and sensory activities with pumpkin pie scented play dough.
From Planning in Pajamas to check out this Pumpkin Roll and Color. Practice number sense with this Halloween-themed Roll & Color! Students roll 2 die and count the dots, then color in the corresponding pumpkin, until the sheet is full! Excellent math center activity to practice counting and identifying numbers.
From Fun Learning for Kids grab this Editable Pumpkin Board Game. This pumpkin editable board game is a great way to differentiate your math and literacy centers this fall. It makes learning fun and engaging too. The kids will love this fall activity!
From Kamp Kindergarten check out this Pumpkin Seed Add the Room activity. Students use pumpkin graphics to determine the addition equation represented by the number of seeds on the pumpkins. This packet has 10 Pumpkin Seed Add the Room cards and a recording page with matching pumpkin vine and pumpkin graphics.
From Primary Inspiration get this Patchwork Pumpkin Math activity. Here’s a subtraction game freebie that will also bring a bit of October art into your classroom décor.
From Hand to Heart check out My First Bingo Game for Fall. This game includes 3 pumpkin board templates, a nine grid, a twelve grid and a sixteen grid. Also included are little pumpkin calling cards 0-15, plus directions and suggestions for playing.
From Momgineer get this Pumpkin Patch Compare center. Use the picture cards and have your students build and record addition sentences.
From Fun Learning for Kids get the Differentiated Pumpkin Spin and Covergame. These differentiated pumpkin theme spin and cover games are no-prep literacy centers that are perfect for kids at many different levels of ability.
From Jasmine McClain grab the How to Make Pumpkin Pie Silly Story. Fun writing activity students can complete just in time for Thanksgiving. Students will write various words and put them into a recipe template to create a silly recipe/silly story. Students will use the writing guide to come up with various words for their recipe. Once their writing guides are completed, they will insert the words from the guide into the recipe which will create a silly recipe that will have them laughing!
From the Picture Book Cafe get Ten Little Pumpkins. Ten Little Pumpkins emergent reader is so much fun! This little reader can be sung to the tune of “Ten Little Indians”! Students will practice reading number words and will illustrate this booklet to match the text.
From Fantastic Fun and Learning check out this Pumpkin Letter Matching ABCgame. This game is a quick prep activity you can set up during your fall theme, pumpkin activities or Halloween theme activities. Use it for independent work time, small groups, or literacy centers.
From Literacy with Littles get the How to Make Pumpkin Pie Flip Book Expository Writing. This free flip book is the perfect way to let your students work on expository writing this fall. The transition words are clearly stated at the bottom of each page to help your students logically organize their thoughts into sequential order.
From the Primary Post check out the Pumpkin Sight Word Game. It is a free editable sight word pumpkin activity perfect for small groups.
From Anita Bremer be sure to grab the Pumpkin Life Cycle Lapbook. Provides a unique and hands-on way for students to show their learning! Printables, instructions, suggestions for use, and photographs of the lapbooks are included.
From the Bender Bunch get the Pumpkin Observation Activity Sheet. This activity sheet is sure to complement any pumpkin unit! With this one activity sheet students will learn and list the stages of the pumpkin life cycle, label parts of a pumpkin, measure the circumference, count the ribs, see if it floats, estimate how many seeds, record the actual amount of seeds, draw their pumpkin, describe their pumpkin, and name their favorite pumpkin recipe!
From the Crazy Schoolteacher come the Pumpkin Life Cycle. This activity has simple black and white clip art to sequence the life cycle of a pumpkin.
From Renee Miller get the Pumpkin Craft Sequencing (flip book) activity. Great sequencing activity to sequence the growth of a pumpkin or a to sequence any other fun Halloween writing!
From Hola Amigos comes ¡Calabazas! – FREE Spanish Numbers Song (Los numeros). Elementary (Primary) Spanish instruction for numbers 1-10 using the song “El Número de Calabazas.” Cute one page printable with words to the song.
From Expressive Monkey-The Art Teacher’s Little Helper grab the Pumpkin Freebie for Halloween and Fall Art Activities. Whether you are making a pumpkin craft, pumpkin art, or just looking for a fun pumpkin drawing activity during a Halloween class party. These 3 pumpkins will help you get started and give you a variety of shapes for your students to choose from.
From Pre-K Printables practice those fine motor skills with this Fruit and Veggie Pick Up Game. Fruit and Veggie cards-that a FREE. Many ways to use. Included are directions on how to play a pick up game with plastic food.
Don’t forget to grab my FREE resources listed at the top:
PUMPKIN SNOWBALLS PICTURE RECIPE
PUMPKIN WRITING PROMPT
Oh yeah, and in case you missed it last week, I have a FREE Counting Pumpkins book. Bring some literacy into your math lesson!!
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/11/feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-11-04 16:12:132018-11-04 16:12:13An Incredible Collection of FREE Pumpkin Resources
I love fall. I love pumpkins. I feel like they are everywhere this time of year. In my early teaching years, I was so lucky to work with the most amazing team of special ed teachers. We worked together, and the teachers, as well as the students, truly benefited from this cooperative learning environment. One of our favorite things to do was to put together virtual field trips. Due to budget constraints, we could only actually go on two field trips a year. But, that did not stop us. We even “went” to South Africa one year!! But, I want to share with you the best part of our virtual field trip to a pumpkin patch. The kids loved it, it was truly magical, and I have never forgotten it.
There were 4 teachers involved in the field trip, and each classroom became a stop on our trip. Here is where we “went” and learned:
Life Cycle of a pumpkin
Carving a pumpkin
The Magic pumpkin patch
After we were done, we all met in the cafeteria to watch It’s the Great Pumpkin Charlie Brown with popcorn and Halloween candy.
Let me share with you the Magic pumpkin patch activity in time for you to try it this fall.
Here are the supplies you will need:
1 paint stick per student
bag of pumpkin seeds
rubber mallet (for teacher to hammer in paint sticks)
1 small pumpkin per student
Explain to the kids that you have some very special and magic pumpkin seeds that you want to plant outside. Before heading outside, have students write their name on a paint stick.
Then head outside to plant the magic seeds. Let students pick out what they think will be the perfect spot to plant their seed. Each student digs a little hole and plants their seeds.
Then, we continued on with our field trip, ending in the cafeteria. After watching the movie, we told the kids we should go check on our magic seeds, and see if anything had happened. (Of course while they were all watching the movie, one of us snuck out and placed the magic pumpkins in our pumpkin patch.)
Here is what they saw:
It was really surprising how excited all the kids were to see if their pumpkin had grown. I, truly, have never forgotten it, and am so thankful that I got to experience this field trip with my students with some of the best teachers I have ever know.
So, in an effort to continue to save you time and money as super busy special education teachers, I wanted to give you a chance to download my FREE Pumpkin Counting Book. It was a very popular choice this time of year, and, yes, I can still recite if from memory.
I also have an awesome unit on pumpkins that is filled with activities for the fall. CLICK HERE to check it out
Finally, I have a literacy unit on The Biggest Pumpkin Ever by Steven Kroll. It was definitively a favorite in my class, and I am sure your kiddos will love it too!! CLICK HERE to check it out.
I hope everyone has an awesome start to the holiday season. I also hope you consider taking a field trip to The Magic Pumpkin Patch!!
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/10/the-Magic-Pumpkin-feature-image.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-10-28 13:29:092018-10-28 13:29:09The Best (Magic) Pumpkin Activity I Ever Did
We are all so busy. I know how it is, you find the perfect activity, but only about half of your class will be able to complete it. What if there was a way to take the exact same activity and modify it, just enough, so more of your students were able to not only complete it with less help, but actually learn from it? Well there is a way. More than one way actually, and it won’t cost you a ton of time or money… AND it really works.
(Be sure to read to the bottom so you don’t miss out on some awesome FREE downloads.)
I love having students do sorting activities. It is a quick and easy way for me to gauge their basic understanding of the material. Of course, it usually only involves two choices, so they have a 50/50 chance to begin with, but it is a great place to get started.
Let’s look at the following sorting activity:
In this example, you want the students to decide if a picture relates to kinetic energy or potential energy. (This is from my unit on Potential and Kinetic Energy. It is best for middle or high school. You can check it out HERE.) You will probably have a few kiddos that can do this, no problem. Yeah! But, let’s add a little extra visual support.
Outline the sorting labels, each a different color. Then do the same to the sorting choices.
2. Color in each sorting label a different color. Then do the same to the sorting choices.
3. Color in the actual columns of the sorting template to make the distinction even more obvious.
4. Color in the sorting choices and then place the sorting labels on two pieces of colored construction paper that are the same colors.
I LOVE Venn Diagrams. I find there are so many questions I can ask about them when done. For example, when comparing 2 time periods, I can ask which time period had more? What is one thing that was present long ago and still today? There are some easy ways to make this activity a little easier for some of your early learners. (This activity comes from my Thanksgiving unit. You can check it out HERE.)
Outline each circle and the intersecting part a different color. (You will use 3 colors). Then do the same with the pictures that go in the diagram.
2. Color in each circle and the intersecting part a different color. (You will use 3 colors). Then do the same with the pictures that go in the diagram.
3. So some kiddos are just not ready for a Venn Diagram and what it really can tell us about how 2 things are alike and different. So, for those students, I just use 2 colored circles and print 2 sets of sorting pictures. I give them a complete set of pictures PLUS those that would have gone in the intersection. That way, if is was a shared characteristic, they have 2 of that picture. Then add the level of color coding you think is most appropriate.
Graphic organizers, in general are so great for students. They are a perfect visual representation of the information we know about a topic. I’ve had some teachers tell me this is how their kiddos “take notes” while reviewing. Very age appropriate, engaging and effective. (The following activity is from my novel unit, Mr. Popper’s Penguins. You can check it out HERE.) Here are some ways to take the same circle map and use it with various learning levels.
For your lowest level learners, I would make the activity errorless. That means, you ONLY include correct answers for them to put in the circle map.
2. If you include wrong answers mixed with the correct ones, you can outline or color in the correct ones using the same technique we used above.
3. For even higher level students, you can provide them with an answer key to use to check their completed circle map for accuracy.
Again, for most of the activities above, you are using the exact same materials, just modifying them slightly. And, it really does not take much time.
Here are some helpful tips I have found:
Do NOT give your students glue sticks until they are done. That way, you can check their work and easily remove wrong answers and ask them to try again. Most kids love to glue, so the reward at the end is to be able to glue all their answers down.
For students with significant fine motor challenges, I pre-cut the pictures if my primary goal is to assess comprehension of the content.
Record data on each student’s initial product. That is what you should use as your data point, even though they get a chance to make corrections.
Use self-checking whenever possible. Give them a copy of a completed sample to check their work with.
Send home the same activity so parents can review it and do it at home. Always let parents know the level of differentiation you used, or add the differentiation prior to sending it home.
I hope there are some things in this post that will make your day just a little easier and more efficient. If you would like access to any of the activities you see above to try it out for yourself, just click the button below to get ALL 3!!
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Do you find October a little scary? Are your kids expecting you to come up with spooky, creepy and crawly activities? If so, not to worry. I have you covered. I know many of us are looking for alternatives to teaching about witches and monsters this time of year, and spiders are a great subject to have students focus on and still feel like they are getting some of that holiday eeriness.
I reached out to a bunch of my favorite teacher authors so I could come up with list of great activities all in one location that you could click and download. I hope this makes your October lesson planning just a little less scary.
Super Spider Math Activities
Little Mrs M has a great web template and spiders you can cut out to be used in lots of ways in a math center. CLICK HERE to check it out.
Do you like spiders? My Happy Place has a great free graphing activity that will tally your students love or not for arachnids. CLICK HERE to get your copy.
Marcia Murphy has some doubles flash cards with some really great spider graphics you kids will love. CLICK HERE to get them practicing those math facts.
It’s Almost Friday has a I Have, Who Has game is perfect for whole-class engagement! This product contains 24 game cards to practice addition and subtraction within 20. CLICK HERE to grab it now.
Kamp Kindergarten has some super spidery counting clip cards do download using quantities up to 12. Also works those fine motor skills! CLICK HERE to start counting.
Creepy Spider Science Activities
TCHR Two Point 0 has an amazing stem activity where students follow directions to make and then color a spider web. If you want to get excited about STEM CLICK HERE!
Crawly Spider ELA Activities
Emily at Education to the Core has a super cute mini-book and writing reflection on spiders. So if you have those early or emerging readers, CLICK HEREto check it out!
Jennifer at Engaging Activities for Little Learners has some really great things you can do with some magnetic spiders. You could even do these with just plain plastic spiders as well as long as you have a flat surface. Practice letters, names, and even filling in 10 frames with this cool activity. As a bonus, there is an emergent reader you can download for free as well. CLICK HERE to see all you can do!
Kathryn Garcia at Made for Learning has designed a fun center activity for children who need practice matching uppercase letters with lowercase letters. CLICK HEREto set up this literacy center.
Caitlin at Learning Ahoy has some neat ideas for a letter matching center using a silver sharpie. Draw some silver webs on the tops of some lids, grab some plastic letters and you are all set with a free download. Learn how to set it up, CLICK HERE.
Lindsey’s Classroom Creations has 3 mini books with a Halloween focus and one is on (you guessed it) spiders! CLICK HERE to get your mini-books.
Caitlin O’Bannon uses a spider spinner to review digraphs ch, th, and sh. Your students will LOVE this game. Get it when you CLICK HERE.
Michelle at Teacher 123, has some morning reading passages on spiders using those oh-so-cool QR codes. CLICK HERE to get reading.
Linda Nelson at Primary Inspiration has a spiderweb word wall partner game for your literacy centers, but you’ll find that this is incredibly versatile and be adapted to many other uses. CLICK HEREto check it out.
A is for Apples has a download where students can write everything they know about spiders with these tree map graphic organizers and writing pages! CLICK HERE to get your kids writing.
Freaky Fine Motor and other cool Spiders Activities
Jessica at Tot School is rockin’ it with this amazing blog post FILLED with really creative things to do with spiders that works those fine motor skills in truly unique ways. Be sure to check it out and CLICK HERE.
Danielle at Fun Learning for Kids has a very clever way to work on those fine motor skills using some yarn, a basket, and some plastic spiders. Your kids will love it! CLICK HEREto see how to set it up.
From the HappyEdugator, get an amazing mind set poster with spiders in mind. When the storms of life get you down or wash you down the water spout, you need to let the sun dry you out and climb up again! This growth mindset freebie was inspired by Hurricane Michael as I see family and friends recovering from disaster. We should all remember the lesson of the little nursery rhyme, “The Itsy Bitsy Spider.” This poster is an inspirational quote from the Itsy Bitsy Spider himself! CLICK HEREto grab this one!
So what about me? What do I have to offer?
Click the button below to grab the 2 free science related downloads I have for you, pulled from my unit on Spiders.
Label the parts of a spider
Sorting things by number of legs
If you area looking for even more, you can check out my unit on Spiders in my store. It has almost 70 pages of activities for your students with autism and special learning needs.
https://i1.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2018/10/best-spider-activities.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652018-10-15 11:27:522018-10-15 11:27:52Best Free Spider Resources for October
You may be surprised by this blog post. If you follow my store on TPT, you know I have NO file folder games for download. It you are on my email list, you know I am focused on more than file folder activities. BUT, just because I do not specifically create them as a teacher author, does NOT mean I don’t use and LOVE file folder activities.
There are two main reasons I do not spend my time as a teacher author creating file folder activities.
There are so many on TPT. So, why compete with the awesome and plentiful resources already out there?
I have a super simple way to turn any of the pdf activities I do create into a file folder activity. It just takes a laminator, some Velcro and a little time.
Watch this short video on how to turn ANY activity into a file folder game.
So how do I use these file folder activities? There are so many great ways to effectively use them. You do have to be careful, however. Students can become bored fairly quickly if you use them too often or too frequently throughout the day. That means you need A LOT of variety and strategic planning.
Here are some great ways to use them that are meaningful and engaging:
1. Use them to review previously taught material.
We spend so much concentrated effort teaching a topic, let’s say the solar system. For most students that information will just stay with them and needs very little review. For many of our special education students, however, review and repetition are critical to maintaining that acquired knowledge. After I teach a unit, I will often make several file folder games using the same activities we had done while learning the material using the technique described in the video above. I then rotate those in their independent work stations. That way, even when I am teaching about spiders in science, they can still be spending time reviewing what we learned about the Milky Way the month before.
2. Use them for students who need additional support in a small group lesson.
As I have said before, special education classes can be incredibly diverse. I often had students who were in 5th grade, reading on a 2nd grade level, sitting at the same table with a kindergarten student who was non-verbal and struggling with a significant intellectual disability. File folder activities are a great way to engage your lower level students while spending focused time on some of the other students in the class. If possible, the file folder has something to do with the material we were learning, but let’s be honest, sometimes that was not always possible. There were times when student A was doing a color matching activity while students B, C and D were learning about addition with regrouping. So, why keep them all in the same small group? Due to budgeting constraints, I had very little extra adult assistance in my classroom. It helped if my assistant was in close range and could interject as needed. If she (or he) was at the table with me rather than off with another student, we could tag team so much more efficiently. I tried it both ways, and believe me this worked so much better (for my teaching style).
Just remember, even for your lowest level learners, you need lots of variety to keep them engaged and to minimize problem behaviors.
3. Use them for early finishers.
For those students (and in they exist in every class) who finish way before all the other students, file folder activities are a great way to keep them engaged and minimize problem behaviors while other students catch up. I tried to keep some really cool ones for this purpose. I would go through toy magazines and laminate and Velcro pictures of various toys that could be sorted into categories like: video games, board games, outdoor games, etc. The kids loved just looking at all those colorful images and it saved me a ton of money on colored ink. If you know a student has a favorite TV show or obsession, try to make a file folder with that material specifically for use when they finish something early. I never wanted students to feel they were being punished by finishing early, and just getting more work, so I tried to make the file folders as “cool” as possible. Unfortunately, I did not have the kind of students who could simply go hang out in the reading or play center quietly when done. They needed something with more structure so I could focus on those kids who were still working. So keep some fun and not-too-hard file folder activities aside for this purpose.
4. Use them for morning work.
My students straggled in every morning over the course of about 30 minutes. That was a long time for behaviors to erupt if there was not something engaging for them to do. However, I could not really do a small group lesson with that much disruption and my assistant was usually unavailable helping with car duty or in the cafeteria assisting with breakfast monitoring. I needed a way to get my kiddos in the door and doing something that was fairly independent. File folder activities fit the bill perfectly. It allowed for some review, and kept them busy. For the most part, I never really had a student who hated doing these file folders. Maybe I was lucky. Maybe I just did a really good job rotating them often to provide variety, and creating new ones often that were exciting and engaging.
5. Use them to collect IEP data.
I LOVED using file folders to collect some IEP data. I could create some quick activities to probe various goals, like sorting letters and numbers. It was easy to keep data on these, and note if there was progression or regression. It also was great because these particular folders all had a special sticker on the front that indicated it was for IEP measurement. That way any adult in the room knew to put that folder, once done, in a special basket on my desk so I could track it later.
6. Use them for homework.
Full disclosure, I am NOT a fan of homework. But, I often had parents who felt their child was missing out on something if they did not have homework just like their siblings. I also know, first hand, the reality of living with a child who has a significant disability. The last thing you want to do at night is sit down and attempt to do something that may be challenging. So, I started sending file folder activities home in big plastic bags for my lower level students. Parents loved it!! Of course, I always made it clear it was optional, but more often than not, the folders came back complete, and I never lost a single piece in 10 years!!
I hope this helped explain why I LOVE file folders, but do not make them to sell in my store. I have hundreds of them!!
Leave me a comment if you have a great way you use file folder activities that you think someone could benefit from!!
PS Have you signup up for my FREE RESOURCE LIBRARY YET?
October is here, and for many of us that means it is time to teach about Fire Safety. I always found this a fun topic to teach, and there are so many great resources out there you can use to add to your lessons. If you would like a FREE LESSON PLAN to use with this unit, scroll to the bottom of this post.
****I HAVE A FEW FREE DOWNLOADS AVAILABLE IN THIS POST. YOU ONLY HAVE TO CLICK ON ONE TO GET AN EMAIL WITH LINKS TO ALL OF THEM.****
When teaching students who have significant learning and often physical challenges it can often be hard to relay the seriousness of this information with adding to a student’s anxiety and confusion. Here are some activities I found to be really helpful.
Consider using a vocabulary board when teaching about fire safety.
I found utilizing a vocabulary board as a constant in my lesson was really helpful in keeping everyone on the same page and engaged. I used this board when doing activities or even when watching YouTube videos. It encouraged interaction and sharing even for students who were more verbal.
Of course, I really like to use books, and of course books on my student’s level could be really difficult to find. However, I did find for this particular topic there were quite a few good books in the library that were fairly engaging and my students seemed to enjoy. Of course, I did end up writing some of my own as well.
Small group stories
For this particular unit, I knew it would be difficult to practice a fire drill in different locations around the school. But, the reality is you never know where you and your students will be when the fire alarm goes off. So, as a group activity each day, we would sequence the steps, matching pictures to words on what you would do if there was a fire alarm while working in class, during time in the library (or other enhancement class), and while eating lunch in the cafeteria. Although it is not a substitute for actually practicing the real thing in different locations, it was a good substitute.
I LOVE doing sorting activities with my students. They are fairly easy to set up and easy to differentiate with color coding. (Read my post on Color Coding for Differentiation to learn more about that.) For this particular unit, I did a safe and non-safe sorting activity. It served as double duty because I did a color version in class and sent the black and white version home to do with their parents. Gotta love that purposeful repetition.
I find it is always a great review tool to have student sequence a process. It is easy to differentiate by quickly writing numbers on the pictures, and it is also a great way for students to practice first, next, and last. We did two different sequencing activities for fire safety month. One was a simple stop, drop and roll sequence.
Students would hold the cards and get in the correct order. Of course we had to model the sequence as well. Super fun. In the free lesson plan below, I have several good Stop, Drop, and Roll videos on YouTube for reference (including one for older students).
The other sequencing activity I did related to the steps we would have to follow when there was a fire drill. You can download this one for free by clicking the button below.
You know I LOVE a good social story. Reviewing proper behavior during a fire drill was a great one to read. We also practiced a mock fire drill every day. That may seem really disruptive to your daily routine, but it is really worth it if there ever was an emergency. There are so many sensory issues wrapped up with the fire alarm. It is loud, it can be crowded in the hallway, and it is a totally unexpected part of the daily routine. For this unit, I used 2 social stories. I had one I created using photos that we would read at the beginning of the lesson. I also made one that just had black and white symbols from Boardmaker they could color and take home. If you would like a free copy of the black and white booklet, Fire Drills, click the button below.
Have you ever used a power card? They are a really great tool when you are working on social skills in various locations. They are small, usually the size of an index card that summarizes the key points in the social story. I like to let students personalize their cards with stickers or other art media to make them look “cool.” They can be differentiated to meet the need of the student. Some use pictures, and some use words. The ones for the fire drill should be kept in a specific location once you are done teaching this unit so students can take the cards with them whenever there is a fire drill.
I hope you found some helpful tips and suggestions in this post. Sometimes I think I am just documenting what people already know, but maybe there was one part here you want to add to your own lessons this year. Thanks for all you do for our special kids. The difference you make is immeasurable.
If you want to grab my complete unit of Fire Safety, click the image below:
PS Don’t forget to get your free lesson plan by clicking the button below.
Oh my, to teach or not to teach about Christopher Columbus? It is a hot topic the last few years. He was not a very nice person, and his actions led either directly or indirectly to the death of almost all the people who were living in the countries he “discovered.” His actions also resulted in a huge spike in the transatlantic slave trade. So what are we to do on October 8? Here is what I did.
So, I did teach about Christopher Columbus. All the other kids were learning about his voyages and impact on history, so I did not feel I had the right to deny my students the same opportunity. I did not, however, do a deep dive as many of my regular education cohorts were doing. There is definitely a trend to “get it right” and teach the real story while still preserving the significance of Columbus’s travels. We all know that Columbus did NOT discover America in 1492. He also did nothing to convince the world at the time that the Earth was indeed round and not flat. So what do we need students to know about this explorer? Specifically, what do we need special education students to know about him.
Here are the main points I thought were important:
He was an explorer who made very difficult journeys across the ocean.
He thought he had discovered a new path from India to China. He was wrong.
He had trouble convincing royalty to fund his trips.
His main impact was showing others that crossing the Atlantic was possible, and this was one of the main factors in more explorers attempting the voyage.
If you would like to download a copy of the book I wrote to use while teaching this unit, click on the button below. It is a simple, 22 page story that outlines the points above and gives our students some basic appreciation of the history of Christopher Columbus.
If you want to do more with this holiday, I have some activities to go with this unit in my store. There is a circle map (seen above) that students can use to take notes, a cut and paste booklet to review the main points, and an activity where they can practice navigating using the constellations (my favorite).
It is a difficult choice to make when it comes to this holiday and how much detail you choose to cover. I am certain older students could handle the real story, but since I was teaching elementary kiddos at the time, this worked for me. I think we just need to respect how people decide to teach about this holiday, and I wish you luck with that somewhat difficult decision.
Full disclosure, I LOVE to cook. There is not much I enjoy more than working in the kitchen. So, I guess it is not surprising that I also LOVE cooking with my students in the classroom. And, although it can get messy, and it takes a watchful eye and careful planning to keep it clean and safe for all involved, the kids loved it just as much as I did.
Every Friday, we would have “kitchen time.” I would have a recipe ready to go that usually went along with something we were learning about. Early in the year, it almost always revolved around the letter of the week. And, in the fall like it is now, we did LOTS with apples. One of our favorites was to make applesauce. I liked it because we did not have to get access to the stove or oven in the teacher’s lounge. We just used a crock pot, and that made it so easy.
One of my goals when cooking with my students, was to make it as independent for them as possible. I had kids from ages 5 to 12, so there were a lot of ability levels to address if we were all cooking the same recipe. So, that meant a lot of up front prep work for me. But, I came up with a system that we tweaked over the years, and worked really great. Here is what we did. (Be sure to read to the end to get your FREE copy of my Applesauce picture recipe.)
First, I would print recipe labels to put on the actual ingredients. These would match the picture symbols I used in the recipe.
Then, each student got a recipe depending on their learning level.
Some used a recipe with just words and a check box.
Some used a recipe with pictures symbols,
Some used a recipe with actual photos.
Then, we would divide up the jobs.
Some were on the hunt to gather all the right ingredients.
Some were in charge or reading out the directions and checking off the steps once completed.
Some did the actual measuring. (Although, some years or with some recipes, I pre-measured things to make it easier.)
Some were in charge of using the equipment, like a peeler, a knife and cutting board, or blender.
There were plenty of jobs to go around.
Once the cooking was finished, we were sure to clean up the area and wash any dishes. When the food was ready, it was time to feast and enjoy. Of course, I had A LOT of students with food sensory issues, and not everyone wanted to eat what we had made, but that was okay. Everyone still seemed to enjoy the process.
As a last step, we often completed a writing prompt. (I talked about these two weeks ago, and you can read more about using writing prompts by clicking on the picture below.) They loved to talk about how something tasted or felt in their mouth and on their tongue. So many great adjectives we could pull in to describe our scrumptious meal.
Cooking in the classroom is such a great way to work on so many various skills, some academic and some more life-skilled based. If you have not tried it, I encourage you to give it a try. It did not always go perfectly, but I still felt it was totally worth the effort.
Want to try it? Click on the button below to get a FREE copy of my Applesauce Recipe.
Want to try even more? Check out my Cooking Through the Alphabet Unit which has 26 different recipes (one for every letter of the alphabet.) Just click on the image below. Finally, if you have bought any of my units, you know I love to sneak these recipes into my novel units, my other literacy units, science units, and even some of my social studies units. There is not better way to connect with a region than through its food. Wouldn’t you agree?!?
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What is the one question I get asked all the time? “Why do I need to teach that?” Other teachers and homeschoolers often tell me how much they love my units and how thorough they are, but it is often followed up with, “But why would I spend time teaching that to my students?” I get it, I really truly do. As special education teachers, we are expected to deal with so much and often have so little support. We are dealing with significant behavioral challenges and often time-consuming physical needs that so many of our students deal with. It is hard enough to get through the day just keeping everyone safe, happy, clean and sane. But, I challenge you to think back…
Why did you become a teacher?
For me, it was the pure love of learning and the desire to share that excitement and discovery with others. Just because I chose to teach special education, and I taught the most profoundly affected students in our county, did not mean my reason for teaching changed. It just got more complicated, a WHOLE LOT more complicated.
So, let me share with you the biggest reason why I think it is worth it to find a way to teach REAL curriculum in a meaningful and engaging way that is age appropriate and worthwhile for you and your students.
It is a GREAT way to teach other (incredibly important) skills while getting your students excited about learning and keep you excited about teaching.
As I gathered my small but boisterous class of 7 students, ranging from age 5 to 12, I was faced with the figuring how to keep this diverse group of kiddos engaged, calm, and learning. It is not easy, and it is (more often than I want to admit) not always that successful. But, I am persistent and optimistic that I will hit on just that right combination to keep all those eyes looking at me and all those hands in their laps.
It is November, and we are learning about life in colonial america. I read the book I have written and illustrated with photos to the group as a whole. I have been reading this same book for the past 7 days, so by now some are excited to chime in. But more importantly…
***They are all sitting (relatively still) and looking at me (or at least in my general direction).***
That is a HUGE skill they have learned. They can sit and be quite while the teacher is reading and not distract the other students around them. It has taken a while to get to this place, and every time we start a new topic with a new book, there is some re-learning that needs to occur. But it is an awesome sight.
I ask the youngest, non-verbal student what he sees on this page (it is a photo of a wild turkey). He looks down at his communication device, and with some help from my amazing assistant, finds the correct picture and tells me it is a turkey.
***It has taken 3 months, but he is using his communication device to tell me what he has learned!!***
So many of my students have had communication devices. It seemed like every single device was different, and they all required my time and attention (and fresh batteries) to keep them working and relevant to what we were studying. Oh, and my sweet little kiddos (of course) all wanted to play with the device their neighbor had instead of their own. Teaching students how to use their communication devices may seem easy to an outsider, but it takes so much time and a really conscious effort on the teacher’s and assistant’s part to make it part of their regular communication exchanges. Having well-planned out lessons have helped me do that.
My oldest student has got some super challenging behaviors. He is one of those kiddos that will strike out at you so quick you don’t even see it coming. But, he has to sit near me to keep the other students at a safer distance. He wanted to answer the turkey question, and I can tell he is angry that someone else got to do it this time. I prompt him (by pointing) to his “I need a break” card and he kind of throws it at me. “Yes, you can take a break,” I say. Off he goes to a quiet corner to regroup.
***He did NOT hit me. He did NOT hit another student. He did NOT get to be in charge of the lesson and answer every question. He DID ask to take a break. He DID (eventually) return to the group.***
Working on behaviors is something we do every minute of every day in special education. I find this can be the most difficult part of my job because these behaviors are often so complex and need carefully constructed plans and strategies to overcome. But, I don’t want to work on them in isolation. It just does not seem practical (and not much fun for me or the student). I want to work on them while I am also teaching. This, again, takes a lot of pre-planning and clear communication with all the other adults in the room, but I have found I am happier when I can address those things while doing what I love. And, if I am happier, I am more likely to follow through and be consistent with my plan and strategies.
After we read the story, we “talk about it for a bit” and then I have a planned activity. Today, we are sorting things the pilgrims were likely to see on a typical day versus what they were not likely to see. I have ONE activity for all 7 kids. And, believe it or not, I can differentiate it so they can all participate with some form of independence. Here are some things I typically do:
Pre-cut out pictures for students who really struggle with scissor skills
Gather some simple objects for one student who is really struggling. I have a piece of corn from the kitchen play center and a jeep from the car bin.
Use color coding for students who need a little more help. This is a quick and easy technique, that you can read more about here:
Challenge my highest kiddo, (who has just returned from the chill out area). He gets a blank sorting template and a pencil. He can either look at everyone’s pictures for ideas or come up with his own for each column.
***They are all working as independently as they can (with the help of some amazing assistants) on the SAME activity.***
This may sound like a crazy amount of prep-work, but I don’t know how else to do it. I am not a big fan of hand over hand assistance. I love using eye gaze for my students with significant gross motor challenges. I give them two choices to look at, and they choose the one they want by looking at it. Is everyone’s activity correct? Absolutely not. But, I guarantee you that parents don’t want perfect work coming home all the time. They want to know their kids are doing things themselves. Do we talk about the wrong answers? Of course. I also encourage parents to talk about their kid’s work as well.
Really, I could go on and on with the various skills my students learn as we work through these units. But here is the main point:
I think we would all agree that these are super important skills to work on.
So, why not work on them in the context of real curriculum? I know materials are not easy to find. I have spent years making things for myself. But it is so worth it. It won’t be perfect right away. But, you can get there. Never underestimate what a kid can do. They will rise to the expectations we set for them.
So, do you want to try it out? Want to take a leap of faith and teach a unit that is based on the SAME content as the other students have access to?
I am setting your bar high:
I challenge you to try it!! And to get you started, I am going BIG with this free download. I want you to try teaching your students about the Magna Carta. I have a complete European History bundle available in my store, but I want you to start here with something smaller and more focused. It may feel ridiculous and totally out of your comfort zone, but try it. And remember, be persistent and be optimistic!!
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I have noticed an increased emphasis on writing these days in the curriculum. We are asking kids to not only write more, but we are expecting them to write at a higher level than before. Although I imagine this is a challenge for even the regular education teacher, what do you do if you teach students who do not have that same ability?
What if you teach students who don’t even know how to read?
This is what I was faced with, and I had to find a way for my students to meet the curriculum guidelines and produce some form of written content that I could “grade” and demonstrate growth and comprehension with. So, this is what I came up with.
And it worked GREAT!!
I would come up with a template relating to the topic we were studying. Sometimes, I just wrote it out quickly on construction paper. Sometimes, I had something all neatly formatted and printed off.
If I was really on my game, I had all my predetermined choices ready to go and printed out. That was my goal. It would look something like this:
But, let’s face it, sometimes we are just not that ahead of the game. We use what we have. Sometimes that was looking through magazines, and other pre-printed material I could find. Sometimes, we used the student’s communication device. He or she would point to a picture and I would write the answer in the empty box.
Do you get the feeling that this sometimes turned out like a Mad Lib?
Well, that was okay!! It was their story. There were no wrong answers. It was their own personal expression.
That brings me to the other very important part to this writing process with students who likely can not even read or talk. They need a chance to share their story. I wish I had permission to share some of the videos I have take of students sharing their stories. It was truly inspiring. I had them “read” their story in whatever mode of communication they were most comfortable with. That may mean I recorded their story on their device, and they got to hit “play” while we listened. For my most affected students, I recorded their story, one line at a time, on a BigMack. They would read their story, hitting the button to advance to the next line.
So, I encourage you to try this out with your students. I think you will be so pleasantly surprised, and it will lead to increased participation and communication. Be sure to click on the button below to get your free apple writing prompt!!
It does not have to be long
There are no wrong answers
Use what you have, it doesn’t need to look perfect
Give them a chance to share their creations
Due to the positive response from this post, I created a unit that contains 26 different writing prompts from A-Z. You can check it out here!!
As always, my heartfelt thanks to all those special education teachers out there who show up day after day to fight the good fight. I know you often don’t have the tools you need or the time in your day to make them. Just know, that what you are doing makes a difference. We (parents and other teachers) know it and appreciate it.
Sincerely, Christa Joy
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I am a big fan of Rachel Davis’s Podcast Elite Edupreneurs (link below). Earlier this year, she did a special series spot lighting TPT authors from countries other than the United States. I learned so much!! I am so impressed with how other countries focus so strongly on content and rigor in their curriculum. I also learned there are things in my special education units and products that may be problematic for them. I want to try and fix that!
One of the biggest issues is that the Untied States is still one of the only countries still using the US standard system rather than the metric system. This is unfortunate, especially for our students with special learning needs, because the metric system is so much easier to use and understand. BUT, no worries, I have already tackled this issue. All of my measurement units are already available in the standard system AND the metric system. Whew! Problem 1 solved.
There are some definite spelling differences as well as word usage that differs between the United States and other countries. Most of us know that across the Atlantic they spelled it “colour” not “color.” There are also phrases that differ. For example, in Australia they use the word autumn not fall. Hmm. I have not addressed this, BUT I am more than willing to!!
In the US we LOVE our holidays. I can remember spending about 2 weeks teaching about and using themed materials for Valentines Day. Teachers seem to love incorporating holidays into every lesson plan possible during peak times. I guess that is because, as a society, we are so excited about these holidays. Christmas decorations show up in the stores starting in October!! But, in many other places, teaching about holidays is not a big priority. In fact, I heard one teacher from New Zealand say she could not imagine teaching about St. Patrick’s Day as part of her curriculum for March. In addition, many countries simply have different holidays than we do here. Hmm. Another issue I need to tackle, and I WILL!!
So, I just wanted to reach out to all my fellow special education teachers around the world. If you purchase a product from me, and need the spelling changed, need holidays removed or swapped out, or just tweaked to fit your students’s needs, LET ME KNOW. I will adapt any product you purchase to fit your specific needs.
My hope and mission is to positively impact as many students with autism and special learning needs all over the world. So, if that means a little extra work, I am totally on board.
Just send me and email after your purchase, and explain what you need customized.
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Full disclosure, this is not an original idea, but I know good teaching when I see it, and this is a must do activity if you teach in special education and (bless you) take the time to teach social studies.
Many times when I find myself teaching historical content, I shudder at all the dates that come up in the content. Of course, I want my students to have some general understanding of what happens first, second and last, but the actual dates are not that critical to me. Having said that, I don’t always know what is important to my students. Students with autism often have quirky interests and splintered skills. So, I don’t want to leave the dates out all together. Set your expectations high, and more often than not, your kiddos will surpass them and AMAZE you!!
So, how do you make dates and events in history have meaning to ALL your students? Try making a life-sized timeline. Here is what you need:
Identify a few major events in the subject material
Color printer (or colored pencils to color in yourself)
laminator (for durability and repeated use)
Make a timeline card on a piece of paper
OR, just print out the ones I have provided below FOR FREE
Once you have your cards printed, pass them out to the students. Challenge them to see if they can put themselves in order. There are lots of ways you can differentiate this.
Put single numbers (1,2,3) on the back of the card
Put a matching picture or image (or number) on the floor so student stands on the image they are holding
Use fewer cards for classes who have more challenges
I would definitely recommend doing this exercise every day as part of your lesson plan. In addition, if at all possible, I like to have the kids (in their communication mode of their choice) read their card as you go through the time line. I also liked taping the cards up in the front of the room after the exercise is complete so the students can see the finished product from the front. One last way that is super exciting to the kids is to video tape them reciting the finalized timeline. It is another great review tool!
Finally, I like having students complete the same timeline in a smaller cut and paste format. This helps with generalization and is something they can take home to review. Of course, I have these included in all the units I have listed below (the link is in the free timeline you can download.)
Ready to try it? Click below to download a life-sized timeline for FREE. I hope you find this activity as engaging and impactful as I did. You will receive an email with access to the following timelines. Try one (or more) with your next history lesson!!
War of 1812
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I am putting down my teacher hat for this post, and picking up my mom hat. However, I think teachers will find my thoughts helpful and thoughtful if you teach high school students.
In most states, our kids with special learning needs can continue in the public school system until they are 21 years old. Depending on how old your own kiddo is, this may seem like a long way off, but, believe me, it is right around the corner. From the time my son was 2 years old, the school system has been charged with not only educating him, but providing a safe and engaging place to go for most of the day so I could live my life and pursue a career. As we entered the 2017-2018 school year, we were faced with the scary reality that Jimmy would turn 21 in February and his school career (and likely mine) would be over in June. It was beyond terrifying and, the waves of sadness and panic would hit more often with every passing month. I had no idea what we were going to do. I had done all the right things:
Contacted the Office of Vocational Rehab to start a customized employment plan
Made sure we were on every waiting list possible for funding assistance
Tried to start lining up and finding some qualified people to help me
Made sure the school was teaching him good job skills
Went to every training opportunity and even became certified in customized job development
It wasn’t enough.
The Office of Vocational Rehab lost my application for the third year in a row.
The waiting list is REALLY long.
The few people I tried to hire, were in no way able to handle Jimmy’s behaviors.
The transition coordinator at the school quit for the third year in a row (thus my lost applications to the Office of Vocational Rehab).
There are so few opportunities for kids and adults who have significant behavioral challenges. Pretty much, one strike and you are out policy for most opportunities I found.
So, I just prayed and hoped it would all somehow miraculously work out.
But, then in January, something changed. I will never really know what it was, as Jimmy cannot communicate very much to us, but suddenly, after 18 years, he no longer was willing to go to school. I mean, he fought it every step of the way. He is 220 pounds, so when he doesn’t want to do something, he doesn’t do it. He even tried to jump out of the school van as it was going 65 mph down the highway on the way to school one morning. Eventually, the police were called that day to get him safely off the shoulder of Interstate 81 and take him to the school.
I thought it was the van ride, so I started taking him to school myself before leaving for work every morning. It was 30 minutes out of my way, and left me with a 90 minute drive to work, but I was willing to try anything. I just wasn’t ready for Jimmy to be done with school and me done with my career. But, after watching Jimmy be dragged out of my car every morning by 4-5 grown adults, Jimmy screaming no, and seeing him laying in the parking lot as I drove away, I realized whether I was ready or not, the time had come…. school was over for Jimmy Joy.
It was a really good ride, and I am so thankful for all the great teachers, assistants and other people who made his time with them happy and safe. I also think, God had a hand in all this, as He knew I was literally counting down the days and weeks when it would all be over. This way, I didn’t have time to get myself worked up into a full-blown state of depression. It was just suddenly over, and Jimmy and I were now on our own for most of the day.
The sad reality: I did have to quit my job (the third career I have lost over the years due to this illness, autism). Jimmy’s behaviors have also not diminished, so going out into the community is not much of a possibility at the moment. We are working on it however. We also got waiver services (YEAH!) BUT, cannot find anyone willing or qualified to work with him at the moment. We take it one day at at time. We take a walk every morning which is a huge victory I am thankful for every day. And, there is a plan in July to start working on customized employment possibilities for Jimmy in our town. It is hard to remain optimistic without being constantly disappointed, but I am learning to enjoy this new life, and I know it was time. It was most definitely time.
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I have always been so hesitant to include my lesson plans in the units I create for teacherspayteachers. How you teach is such an individual expression of who you are. Teaching in special education, especially in mixed grade level classrooms, is even more personalized. So when people asked me for my lesson plans, I always paused and thought, “I am not sure it will really help you.” But then this happened. A teacher from China purchased many of my units, and she reached out for help. She explained that where she is in China, there is very little understanding of how to teach students with autism and other special learning needs. She wanted to know if there was anyway I could help her help others to teach better. So, as I usually do, I said absolutely.
After working all day on a Saturday, I realized this may actually be helpful to other teachers who have purchased my units (especially science and social studies). By no means, do I think this is a perfect fit for any classroom, but it shares my experience of how I was able to keep a small group of kids from ages 5-10 all engaged and learning using the same material. I give the typical time frames it took for each activity, as well as teaching tips and why it took me that much time to read through a book or complete a circle map.
Keep in mind, this is a GENERAL lesson plan. So, if you happen to purchase a unit that does not have the labeling activity that is described in the lesson plan, for example, just substitute the flow chart, time line, or other activity that may have been included.
My science and social studies block were typically 45 minutes, so that is how I laid out the activities. I am a big proponent of asking lots of questions as well as giving students time to share their completed activities using whichever mode of communication they found most valuable.
Finally, I am a HUGE YouTube and Discovery user. I found short video segments were a great way for my students to hear the information in one more way, that did not require a lot of prep time on my part. This can be challenging if your school does not allow YouTube, but I really encourage you to search for accessible videos to add to your teaching time that is relevant and age appropriate.
You can grab this FREE lesson plan filled with tips, links, and details by clicking below.
As always, comments and feedback is always encouraged and welcomed. Also, never hesitate to ask for what you need. You never know when someone will give up a Saturday to help you out. Teachers are one of the most supportive and caring communities of people; one I am proud to be part of.
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Time is so valuable. If you are a teacher, you know the time spent out of the classroom is significant. Special education teachers face the added challenge of often not having ready-made, published curriculum handed out to them that is applicable or accessible to their students. We spend hours and hours making our own materials at home. We use our own money, our own supplies, and tons of lamination and Velcro.
So, in an effort to help teachers, specifically special education teachers, and even more so those of you who teach in severe and profound settings, I have been collecting amazing resources I have found from so many great teachers on my Pinterest page. Have you checked it out? I even have a page just for FREE resources. Check it out here:
I also have tons of other boards like:
Finally, I have a board dedicated to each subject area, and many holidays. So, if you are looking for a good reference library of resources specifically for students with significant learning challenges, you should definitely check my page out and follow me.
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This is part 2 of a 4 part series during which I share some tips and suggestions for successful community outings in the face of challenging behaviors. At the end of each post, there will be a FREE download to help you take this information and put it into action.
So, this post is all about the BEHAVIOR. I know it can be an uncomfortable topic to focus on. No one likes to talk about the times we, or our loved ones, are at their worst. But, if we ask the right questions, it can truly help to diminish the likelihood we will have to deal with this potentially scary and dangerous situation in a crowded aisle in the middle of Wal-Mart.
I cover lots of questions in the handout, but in summary, we need to consider:
Are there any triggers?
Key words or phrases
What does the behavior look like?
Signs an annoying behavior may be escalating
Targeting others (staff or strangers)
Destruction of property
How long does it last?
From start to end
This video clip is about 10 minutes and addresses these issues in more detail and I share some personal experiences I have had with my own son, Jimmy, and some of my students.
I hope you now see the value in asking these often difficult and emotional questions. Click on the button below to download the free list of questions to consider.
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It is a holiday many of us fear as teachers. There are so many differing opinions on this holiday. What is and is not appropriate to teach? And then there is all that candy!! I’ve put together this group of resources, tips, blog posts and more to help you get through this spooky day. So grab your pillowcase and Wonder Woman mask, and come along with me! Just click on the pictures to go to that activity.
From Susan Jones Teaching, I found this group of 3 math counting games ready to download and print for free. You will need to pick up a few things from the dollar store to make the most of these games, but would be totally worth it for something you could use year after year.
From Grade School Giggles, here is a free pumpkin seed counting activity. You will likely want to do some laminating to make these more durable, but then you will have them year after year. Great activity for Thanksgiving as well!
From SunnyDays, there is this super cute bump Bingo game. Basically, the kids roll three dice, add the sum and cover the answer with their marker. Just print and go!
From Keeping Up with Mrs. Harris, comes some great ideas for decorating your little pumpkins to look like your favorite story character. Some really clever ideas here!
From Special Needs for Special Kids (me ;)), I have a free cut and paste or tracing spelling free download to snag. There are 2 differentiated versions.
For your older students, grab these awesome word searches from Tracee Orman.
From Literacy Lattes, is a super fun and easy experiment you can do with all that left over candy corn. The directions are well explained and there is a free lab guide to download.
A Classroom for All Seasons, has this amazing free download that has some great spider activities!! A nice resource for Halloween without actually teaching about the holiday.
From Happy Hooligans, come this super cool (pun intended) experiment that combines fine motor and sensory experiences all in one activity. There is a lot to learn with this seemingly simple set up. Perfect for the upcoming spooky day!!
Art, Fine Motor, & Sensory
From Teaching 2 and 3 year olds, I included this activity to address that sensory component so many of our special kiddos have. I also like that is is fairly mess free and allows for a lot of independence. Finally, it in not dependent on strong motor skills. Accessible for every ability level.
From Grade School Giggles, comes this easy recipe for that all-favorite slime. Again, the directions give great tips to make this mess-free and really plays into those sensory needs. In addition, there are some free downloads to make the most of this activity by pulling in science, writing and more.
From Early Learning Ideascomes 7 fine motor bins you can easily set up for your classroom this month. There are also 2 tracing templates to download for free at the end of the post.
So for years I was in an elementary public school setting that seriously frowned upon teaching anything relating directly to Halloween. Kids were not allowed to dress up, and we did not have the parades around the track or parking lot I remembered as a kid. I always respected this policy, but it also bugged me. Why? There are a couple of reasons I think we should be allowed to teach about Halloween in a public school setting.
At the end of this post is a link to a FREEBIE to inspire you to teach about this holiday!!
There is a lot of history tied to this holiday. Customs and traditions began long ago as a way people believed they were protecting their crops and families.
By the 1950’s the tradition of going house to house asking for candy began.
Today, this is still a very important economic holiday for the United States.
2. The other reason I feel it is important to be given the option to teach about this holiday is that if you have a special ed class, especially that contains students with autism, this time can be confusing and scary.
Putting a costume comes with all kinds of sensory issues for these special kids, and interacting with strangers in order to get a bag full of candy can lead to frustration and anxiety.
If we could talk about these traditions in a safe and structured way in the classroom, perhaps more of our students with special needs would be able to enjoy trick or treating or simply dressing up as their favorite super hero.
So, I know there a lot of people out there who do not celebrate or believe this is truly a holiday. However, I think there is a respectful and appropriate way we can teach about Halloween. So, if you are allowed, would you teach Halloween?
If you are interested in a unit on this holiday, designed specifically for students with special needs, especially autism, click on the image below.
And now for the FREEBIE!! Click below to download my Halloween Spelling booklet for FREE.
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Ok, so I admit it. As a teacher I hated teaching hygiene skills. I am somewhat of a germaphobe. I like things to be neat and clean. Keeping track of 5-10 hygiene kits meant LOTS of mess and potential for germs to spread. I felt I had to:
Make sure the bathroom was clean enough to practice tooth brushing
Make sure the kits dried out so mold and mildew did not grow
Keep students from painting with toothpaste and licking deodorant sticks
It was all more than I felt I could keep up with.
Oh, and track all that data. Yep, these were IEP goals.
How much prompting was used? Was it faded?
Were the top AND bottom teeth brushed?
Did deodorant end up in the right place? Under BOTH arms?
As a mom of a son with significant needs, I hate having hygiene taught to Jimmy in school. I feel, as his mom, I am best suited to teach him these skills. I can ensure things are clean and can follow up with more care if needed. (I always brush his teeth myself after he is done.) We also put deodorant on when it is appropriate, like getting dressed in the morning.
Ok, so I know what some of you are thinking: “But, these things are often NOT done at home.” This often occurs because the student has behaviors that impede the parents from being able to do this with their own children. This happens more often than most people think. For this reason, I do still advocate teaching hygiene skills in school. Sometimes, we as teachers have more adult support and more strategies at our disposal to help deal with these difficult behaviors. The goal should always be teaching the skills in a systematized way so that the student is then able to reach independence and complete the task at home. Sometimes this can take years.
So, I do still hate having hygiene taught in school, but I get it. And, I am thankful for all the teachers out there, who may be germaphobes like me, who push through and teach our (my) kids to “stop licking the deodorant” and “don’t put that on your shirt.”
Here is a FREE social story to download and make this task a little less yucky :). It is a social story about picking your nose. Yup, we all have those students.
Click below to download your FREE social story. I also have an entire unit on teaching students about Good Hygiene in my TPT store. It has almost 100 pages of material to help you teach this, oh so important, topic.
Do you do read-alouds in your classroom? I taught in a class for students with autism for 10 years. I had students in grades kindergarten through 5th grade. Some students were early readers, some students could not even identify their name. Some of my students could hold an hour long conversation with me on the fine features of Thomas the Tank Engine and some students were unable to utter a single word. I was tasked with helping every single student grow and thrive while learning what their typical peers were learning a few classrooms away. One of the ways I did this was by reading novels to the class as a whole group activity. Sounds a little crazy, but it was great.
My “not your average novel units” were born from this amazing experience. I was not reading these novels to my students for a comprehension purpose. I was reading to them in hopes of connecting on a personal level. I was reading to them in hopes of teaching them to sit and listen (or at least be quiet) while an adult was speaking. I was reading to them in hopes of sharing my love of books and stories. So, with each chapter, I found myself trying to come up with an activity that would help them make a deeper connection to the content without relying on their ability to decipher and comprehend what I was actually reading.
These novel units do just that. With each chapter, I develop one or two activities that tie to a concept introduced on those pages. This isn’t as easy for me as it seems. With each novel unit I start, I worry, “Will I be able to think of what to do with the next chapter?” Sometimes the idea comes right away as I am reading. It is easy to see a thread to pull on and use to build a great activity. Sometimes, it is not so easy. Sometimes it is REALLY difficult. Some chapters, I just want to skip.
When I was doing the novel unit for Where the Red Fern Grows (a favorite story of mine from childhood), I totally forgot that one of the characters in the story falls on an ax and dies. It took me 3 days and LOTS of conversations with my daughter (who was home from college) before I could come up with an acceptable activity. I really just wanted to skip that chapter, but in the end, I decided it related to when you really need to call 911 and when it is not really necessary.
I currently have competed over 20 novel units. They take me a long time, usually about a month. There is a lot of love, time, and thought that goes into creating these. If you are looking for a different approach to teaching your novel units, check these out. I hope you love them as much as I have loved creating them. Click on the image below, to download some free activities to go with the novel, Matilda by Roald Dahl.
Be sure to sign up for my FREE Resource Library. You might even find one of these novel units there completely FREE!!
Go to the top of this post to subscribe.
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Jimmy has had a book in his hands since before he could walk. He LOVES his books, especially Sandra Boyton, Dr. Seuss and Eric Carle. I have even made him a quilt of one of his favorites, Brown Bear Brown Bear.
But, Jimmy has a problem. A problem that many of our students have as well. He loves books too much. He has developed a compulsion that is truly out of his control. He rips books apart. It is so sad. Even his board books end up in pieces in the trash can.
Sure, we got him a Kindle so he can still enjoy his books without destroying them. But, it is not the same. Like me, he wants to hold the book, feel the pages, and get his eyes off a screen for a while. So I have tried laminating books (he ripped the plastic off), tried sitting right next to him (he is too fast and still tears the book in half), and even tried giving him tons of old magazines to tear to satiate this need (he is too smart for that, didn’t work). So, knowing I have had students who are terribly hard on books, and trying to find something Jimmy could “read” I turned to my second passion, quilting, and my ridiculous fabric stash (this is only a small part of it).
I took some of my most popular social stories from my TPT store and turned them into a simplified version made from fabric. They are colorful, tactile, durable, and MACHINE WASHABLE. I had many, many students who would mouth objects. It was a sensory need; putting random objects in their mouths. These books would be perfect for a preschool classroom or an elementary classroom with students who love books a little too much like Jimmy.
And, I am happy to report that Jimmy loves them and (so far) has been unable to destroy them. Because it is the tearing and ripping sensation he craves, he has no interest in trying to rips these quilted versions, and he seems to really enjoy the feel and colors they contain.
So, if you are looking for a new way for your students to enjoy and interact with books, take a look at these quilted versions. You can also get them as part of bundle that includes digital (paper) resources as well so all your students can benefit from the material regardless of their learning style. All the links are at the bottom of this page.
To download a free digital version of my Emotions preschool social story, click here or on the image below. Available in color and black and white, it gives students a chance to personalize their books through the use of crayons, markers, or paints. Be sure to visit my store to get the quilted version of this story as well as more quilted stories. I have also created some custom books if you would like something specific. Just send me and email!!
Here is a list of the quilted books I currently have available in my store. Just click on the title to be directed to the site. Remember to check out the bundles as well to save money and get even more activities and resources.
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As February begins, and I finish my monthly book club selection: Glory Over Everything, I realize that Black History Month is upon us. It has been in the back of my mind for a while that I need to put a unit together on slavery. But, it makes me uncomfortable. I don’t want to research the facts, I don’t want to tease out what is really critical for my students with special learning needs to know, I just want to pretend this horrible even in our history did not exist. But, I know that is the wrong sentiment. Intellectually I know that through studying history, the good and bad, we are less likely to repeat our mistakes, but deep down I know through learning and TEACHING about these tough topics we show respect to those who lived through these horrible times. And I know some may disagree, but I feel this is also true for our students with autism and other challenges.
There is no denying it, slavery is part of our American history. We still struggle today with true equality across all races. Thousands of slaves were shipped over from Africa in terrible conditions, to only be separated from their family members and sold at auction.
The colonists saw the slaves as property. They often treated their pets better than the individuals who toiled long hot days in the fields. It was horrible, it was wrong, and and it happened. We want to ignore it and forget it, but we cannot.
As I wrote this unit, my son who turns 20 on Saturday, was laying on the couch in my office. He has pretty significant autism and an intellectual disability. His school journey is ending soon, and I know he has never been taught this topic. So, as I read through pages and pages of historical material, I thought of him, and what I wanted him to know, and why. Jimmy has had many important and influential people in his life with an African American background. I imagine many of these individuals have a history of slavery in their family trees. So, it is with profound respect and dignity I put this unit together. To honor all those who have survived this terrible time in our history and have produced amazing individuals who have profoundly and positively affected the life of my family through their love and support of our son.
For those of you struggling to teach this and other difficult topics, I put together a social story to help you and your students understand why we need to learn about topics that are tough and may make us uncomfortable. You can use it for a broad range of topics, and it is a free download in my store.
Just click on the button below to download a copy.
For those of you looking for materials for Black History Month that are appropriate and respectful for students with Autism and special learning needs, click on the images below.
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Be sure to hop to all the blogs and sign up for ALL the giveaways!! Just click on the image below to see all the amazing teacher-authors who are participating.
I am such a sucker for books. I love to read, and I love to see kids reading. While teaching, I would use a favorite story to teach a math concept, clarify a science experiment, and even gets kids excited about exploring new lands and space. So, when it came time for our social skills group, I of course, found myself reaching for a book. What I found, is that it became one of the most effective ways for my students to connect with the social skill we were targeting that week. This may seem counter-intuitive for some special education teachers, especially if you teach students with autism. Most of us were taught that students with communication and social deficits often have a hard time making inferences and confections with make-believe material. Would they really make the connection that it is important to be prepared and work hard after reading the Three Little Pigs or would they need a more direct translation in the form of a social story? Don’t get me wrong, I LOVE social stories as a tool to teach students appropriate behaviors. But, I found that the addition of a favorite book had a strong positive effect that I could not ignore.
Why Do I Think They Work so Well?
Increases student engagement
Is predictable and less threatening
Gives teachers a place to build from
I have not done any blind studies, or extensive research to answer this question. I only have my 20 years of working with kids and students with autism to use as my evidence. There are a few reasons why I think this method has been so effective. First, it greatly increases student engagement. Most students love books, particularly those with good pictures and simple text. My kiddos especially loved when I used a familiar favorite; one they often could recite by heart.
Perhaps unlike typical students who would grow bored hearing the same story over and over, I found my students with autism LOVED listening to the same book read time and time again. I knew once I had them hooked, I could more easily slip in the social skills lesson I was targeting for the week. Second, the predictability of a well-known story makes the topic less-threatening. Once of the most anxious things for students with autism in not knowing what comes next. This is not only true when it comes to their daily schedule, but it can also be true of a story you are reading. If the book you choose is familiar, there is less anxiety about what will happen and how long they will need to listen. I believe, this allows the students to be more open to making personal connections to the story’s content. Third, it is more interesting to the teacher and parent, so he or she is more likely to reinforce and follow through with the lesson. Teaching a social skills lesson can not only be intimidating, but it can also be a little boring. Using a story, not only provides predictable structure for the student, but it also gives the teacher a starting point and a source of material to expand upon. For me a good book is like going down the isle at the farmer’s market. There is so much inspiration to choose from right in front of you. Just grab whatever looks or sounds good and go from there. A good book will never leave you empty of ideas.
How to Use a Book Effectively
Again, I can only share my personal experience that I have come to tweak and modify over the years. I usually focus on the same social skill for about a week. We usually do 20-30 minute sessions, depending on the maturity level of the students at the time. I have even done as short as 10 minute sessions during those more challenging years. I always start my lesson by reading the story. Because most of my students do not like anything changed or altered, I just read it as is every time. It gets them settled and thinking about the characters or content. Then, we do a structured activity that helps relate the social skill and the story. (At this point, I have not directly talked about the social skill yet.) We often do cut and paste sorts, circle maps, or a group activity that will get them up and moving. We end the session with a social story that I have written that pulls in the skill we will focus on that week. With each passing day of the week, I try to pull in more and more commonalities between the book we chose and social story I have written. By the end of the week, it becomes more seamless, and some of the students will actually start to interject parts of the social story into the book as we are reading. It is quite amazing to see, but takes a slow, methodical, and consistent daily approach to get there.
Finally, what I found most interesting is that during later weeks when a social situation would arise that we had previously addressed using the method above, I could refer back to the book we had read. Because the student often had a long history with that book, they could recall the message more quickly. Also, it was less threatening, as I could address it in a more indirect way, rather than saying “Remember how we talked about using a calm voice?” I could say, “remember how grouchy that ladybug sounded?”
So, maybe I am just a sucker for a good book, and that makes this approach work for me. But, isn’t that half the battle? Find the tool that works best for you and reap the benefits with your students.
So, if you would like to try this technique out, click on the button below to get download a free social story using the favorite book Elmer by David McKee. I have many other literacy units with social stories included available as well in my store at teacherspayteachers.com. I hope this work as well for you as it did for me!
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I love to quilt, and I love a challenge. So, this year I decided to join a Quilting Challenge group. Every two weeks, they give you a topic, and you have to come up with an original idea and turn it into a quilt in less than a week. This week’s challenge was Through the Eyes’s of a Child. (click on the link to see lots of amazing quilts made by others all around the world) As most of you know who read this blog, or know me, you know one of my children has autism. This affects everything we do every day, and it definitely affects how we see things. But, it got me wondering, how HE sees things. Do kids with autism see things the same way we do?
This really got me pondering what Jimmy, my son, really sees when he looks at something. He is not able to communicate this to me, so I just have to use clues to take a guess. My best guess is that there is NO WAY he can see the world as most of us do. For example, think of your favorite movie of all time. How many times have you seen it? I would have to say my favorite movie is National Lampoon’s Christmas Vacation. I have seen it more times than I can count over the years, but over the holiday season I probably only watch it about 3 times. The first time is the best, and the other times are usually just space fillers and comfort seeking times. Jimmy has a favorite movie, too. It is Tennessee Ten. It is a short 1 minute clip from Sesame Street that talks about how the number 10 gets some weird rash after kissing 10 fruit animals. I know, only on Sesame Street. In case you haven’t seen it, here it is 🙂
Now Jimmy LOVES this movie. So much that he watches it probably 100 times a day, every day. He never gets tired of it. He loves it as much on time 78 as he did the first time. He laughs, he rocks, he is blissfully happy. I’ve seen it more times than I can count too, but I just don’t get it. He MUST see something I don’t. There is some input he is experiencing that the rest of us mere mortals do not. It keeps him coming back day after day. It makes me wish I could see what he was seeing…
So, back to the quilting challenge. I decided that since Jimmy does not really draw or make much art of any kind, I wanted to try and “see” a quilt the way he “sees” Tennessee Ten. It had to be crazy and interesting, but needed some predictability and structure. After all, it is not like Tennessee Ten is different every time. Ten always gets better at the end after the doctor pays him a visit. So, I started with making some very different, but very classic quilt blocks. 9 blocks in all with a bold sashing in between to add that visual structure kids with autism crave. Here is where I started:
I loved the construction of the blocks, the straight edges, the crisp (almost) points. I loved this quilt. But, it is not what I knew Jimmy would likely see. So, I did the sacred sin of quilters, and cut all the block apart. I used some gentle curves and rearranged all the pieces and tried to put it back together. I left the sashing in place and uncut, because I do believe kids with autism usually find some general point of focus. It helps anchor all the chaos perhaps. Here is the finished product:
Can you see it? Can you see the original blocks? Here they are side by side:
I will never really know what Jimmy “sees” when he looks out into the world. I know it can sometimes cause him anxiety and confusion, but for the most part it seems to excite him and bring him joy. So, this is my little piece of awareness I am sharing in hopes others realize that there is more than one way to see the world.
https://i1.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2016/03/title.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652016-03-05 12:17:192016-03-05 12:17:19Through the Eyes of Autism
As I watched the Superbowl on Sunday, I couldn’t help but notice the behavior of these “idols” to many and hoping they would live up to their image. For the most part, it was a great game filled with excitement and some disappointment. But, there were some times that emotions ran high and our idols were less than idealistic.
Monday morning found me struggling with this idea of being a good sport, and how important it is to teach our students this quality in a structured, focused and purposeful way. Many typical kids learn these skills from coaches and other adults who influence them while honing their athletic skills on the court, field or pool. However, what about those students who simply do not have the skill or desire to play a competitive sport? These skills are equally important, and we need to teach them at an early age.
Of course it takes LOTS of practice but we need a place to start. A social story is the perfect way to introduce this topic and start some good conversations. You can download this FREE copy of my social story : Being a Good Sport by clicking HERE or on the picture below.
I have created some activities that go along with this story and you can grab the entire unit in my store on TPT. There are sorting activities for several different learning levels as well as a booklet for students to make. Grab all 30+ pages by clicking on the image below.
Being a good sport is not always easy, but it is very important. Learning how to win and how to lose graciously is something every student deserves to be taught as well as witness from their heroes.
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Subitizing is the ability to quickly identify the number of items or dots in a small set without counting. Researchers have demonstrated the ability to subitize is a necessary early math skill. In addition, toddlers as young as 12 months have shown the ability to subitize. Sadly, this is a skill many of our students are not being exposed to. Why? Think about how we likely learned this skill 20, 30, or 40 years ago. We played lots of games that often involved a board and a pair of dice. Remember when you were a kid when you would roll the dice and could tell within a microsecond, without even thinking about it, how many places to move your game piece around the game board. Today, our kids play totally different games. Most games are in a digital format on some kind of screen. They almost never involve a pair of dice and rarely force the player to utilize any math skills at all. This is why, it is even more important we address this skill with direct and focused instruction in our math lessons. Here are some important things to keep in mind when teaching this important skill.
As teachers, we just love to dress things up and make them “cuter” and “prettier” in an attempt to make our boring material more engaging to our students. But, when it comes to subitizing it is critical to keep it simple and use only dots. Look at the two cards below:
I know I would have used the card with the butterflies when teaching my students to learn early counting skills. But, after taking some classes in math foundations, I learned it is better (and necessary) to use the the card with the dots. When learning this early skill of determining the number of images WITHOUT counting, you need to use the dots so the brain is minimally distracted. Once the skill is mastered, it is fine to introduce other images, but initially, the use of dots is critical.
2. Use standard placement
The dots on each side of a die is placed in a pattern that is consistent and strategic. The placement of the dots in this standard manner is another critical step to learning how to subitize. Take a look at the cards below:
Your brain can very quickly identify that there are 6 dots on the first card. However, it takes an extra second to determine the number of butterflies on the second card. Keeping the dot pattern consistent is critical when learning this early skill.
3. No counting allowed
What? Isn’t subitizing counting small sets of dots? Actually it is NOT. Subitizing is recognizing the number of dots without actually counting them. I found this to be the most difficult task of all to teach my students with special learning needs. When you ask “How many?” to a student with autism, he or she is automatically cued to begin counting. It is a strong learned response that has likely been drilled into them over and over again since kindergarten. That is why, if you are given the luxury, start teaching students students how to subitize BEFORE you teach them how to count. The way I found I could do this with the best results, was to play a subitizing game each morning. I would use either large flashcards or used my Smartboard to project images of dot patterns. The key was to only show the image for a couple of seconds. Do not leave the image visible long enough for the students to count. You simply want them to see the pattern. Of course, this required a lot of prompting to begin with; lots of prompting and lots and lots of trials.
4. Vary the presentation
So, we know you have to use standard dot patterns when teaching students to subitize, but we also know that students with special learning needs, especially autism, have a lot of difficulty with generalization. So, find different ways to practice this skill. This is part of the reason I used flash cards and projected images. Another great way is to play simple games that use dice. This has the added benefit of working on those important social skills as well that all of our students have on their IEPs. Again, when using dice do not give your students time to count the dots. I know it seems really mean to take the dice away before they have the chance to count the dots, but it is critical, even when playing a game, that you continue to train their brain to see the dots as an image that represents a quantity not individual objects that need to be counted.
5. So, now what….
Once your students are able to subitize, the next step is to connect that image to a quantity. Being able to match the dot patterns to sets of objects or numerals are also a critical skill. In addition, being able to order a set of dot cards from least to greatest, is another critical skill in building number sense. In older students, being able to add together sets of dots images will greatly help with skills such as doubles in addition. There are so many ways to utilize this mastered skill in your more advanced math lessons.
I learned about the importance of subitizing in my 8th year of teaching. It saddens me to think of all those students I had who missed out on learning this crucial early skill. In addition, there is NO doubt in my mind that those students (including my own son) who never learned how to subitize struggled in math for the rest of their school career. Consider adding this skill to your IEP goal bank. I promise you it is worth the effort!!
If you are looking for a resource that will truly help you become an amazing math teacher and successful at building really strong number sense in your students, I recommend the book below. It became my bible while teaching math during my last 2 years in the classroom, and then helping other teachers become better math teachers. (click on image below to go to the link on amazon.com)
Click below for a FREE download of subitizing flashcards to use today!
To get my complete Subitizing Unit from my store on TPT click the image below to get a book, worksheets, and flashcards to practice this critical skill.
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As a previous elementary teacher in an autism classroom, I often got asked why I was not more affectionate with my students. Don’t get me wrong, I did the occasional hugs, but in general I was not a big one for physical affection with my students. This was sometimes mistaken as aloofness or coldness, but that was certainly not the case. I simply had first hand experience of what showing a lot affection to young students in an autism classroom setting could lead to… lots of problems and behavior to un-learn.
My son is now almost 19 years old and has severe autism. I am lucky because he has never shied away from giving me physical affection. He loves his hugs. However, somewhere along the line, he also started displaying very inappropriate ways of showing others (even strangers) physical affection. He used to want to kiss and smell everyone’s knees. It is still by far his favorite body part. I think it was partly due to the huge amount of time we spent at swimming pools when he was younger. Everyone thought it was kind of cute when this 4-5 year old, who was just over knee high to many adults, would come up and kiss their knee. Most knew he had autism, so they would just ruffle his hair and say “How sweet.” Not the same response however when he was in high school. With a lot of hard work from teachers and therapists, we were able to shape that behavior to kissing and smelling the top of a person’s arm. Still kind of weird, I know, but it seemed the best we could do. I look back now, and wish I had simply stopped that behavior at the pool all those years ago. If I had just told people, that is going to be a big problem down the road, so let’s not encourage him. Ah, hind sight…
So as I entered the classroom, I was already armed with this knowledge. I knew how I interacted with my young students and how I allowed them to interact with each other would create a strong impression upon them that could last for years. So, I emphasized to the other adults and peers who worked with my students, that hugging was probably not the best idea. We did a lot of high fives and fist bumps. I know it may have seemed cold to some of the people and parents I worked with, but I hope the middle and high school teachers who later had my students would appreciate the expectation we had set.
Showing affection can be a very difficult topic to address in special education settings, but setting clear expectations and models for appropriate behavior can be quite powerful tools. In my store on teacherspayteachers, I have several resources you may find helpful. I have a social story on showing affection that you can purchase alone or as part of my Valentine’s Day unit.
Finally, as a thank you to all of you who take the time out of your busy day to read my blog, here is a FREEBIE for you!!
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Circle maps are a type of graphic organizer or thinking map. It is a wonderful tool for helping students visualize what they know about a particular topic. Below is a short video of how these can be used in a typical classroom setting.
So, how and why should you use circle maps in your special education setting? I found circle maps to be an invaluable tool with my students, even for those who were more severely affected. Circle maps provide a visual representation of the subject matter which the student can easily refer back to. Here are some tips if you decide to use circle maps as part of your lesson plan:
Match the student’s learning level.
We all know that in a special education class, there are many different learning levels. For my students on the symbol level, I would often use symbols from Boardmaker. Some of my students were readers, and I would use either words alone or words paired with symbols. If my students where on the picture level, I would look for realistic pictures from either magazines or google searches for realistic images related to the content. Finally, I always had at least one student on an object learning level. So, I would try to find some actual objects that the student could manipulate and place inside a real circle map most often using a hula hoop.
2. Keep it consistent.
Once you identify the learning level of your student, use the same symbols, pictures, words or objects in the circle map that you will also use for the assessment. This will help reinforce the content during this early learning phase and make evaluating the results of the assessment more valid.
3. Don’t forget to generalize.
We know students with disabilities, especially autism often have a hard time generalizing content. Once they see a penguin, it will forever be that black and white bird they saw in the movie, March of the Penguins. But, penguins can look very different and are still considered penguins. That is why, it is important to introduce variations on the pictures or symbols you are using in various additional activities. This can also be done with a separate circle map that contains all different kinds of penguins.
This concept also works very well when building number sense in your math lessons. Creating a circle map for each number and displaying all the different ways you can represent that number can be quite powerful.
Sets of objects
Number of fingers
Various fonts and colors
Click on the button below to download this FREE circle map of the number two.
4. Use as a study guide
Circle maps make great study guides. Students can take them home to review the content with parents and even use them while taking the assessment. Many of our students with autism are visual learners, and being able to organize the content in this format makes it easier for them to organize the information in their minds and recall at a later date. The circle map below is part of my Penguin Science unit that you can download from my store on teacherspayteachers by clicking on the image below.
5. Consider adding distractors.
If your students are at the appropriate learning level, you can also add incorrect answers or distractors into your picture selection as well. Most of my products do not include these distractors, as my students were often not at that level. I was mainly focused on errorless teaching for the majority of my lesson, so it was easier for me not to include them. However, they would be a nice addition to your higher level learners.
I hope this has encouraged you to consider adding circle maps to your teaching tool box especially if you teach students with special learning needs. They are an engaging activity that can bring a lot of value to the content you are presenting.
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I love Christmas. I love coming up with the perfect gift for my teenage daughter. There are so many great things I can find for her. My son, however, is another story. He is almost 19 but has interests similar to a 2 year old. He loves sesame street, veggie tales, and yes, even Barney. Ugh, how I hate buying these toys for my adult son. But what to do? As a person with autism, he has very narrow interests, none of which are age appropriate. In addition, most of the things I buy for him he really could care less about it. So, a few years ago, I just decided I would not buy him anything for Christmas. The problem was I had done way too good a job teaching him how to open presents. He said, “open present” that Christmas morning, and the scramble was on. We all scoured the house for anything we could wrap up, that he may like. It was not easy. Ever since that disastrous holiday, I find myself searching for anything he may like. Usually, my “finds” fall flat. He opens what I think is the perfect gift, only to never play or look at it again. UGH!! I am sure there are so many other parents out there in my shoes. It is so difficult to find gifts for our kids who are significantly affected by autism. So, I thought I would share my “finds” for this year in case there are other parents out there looking for that elusive gift their child MAY POSSIBLY be interested in.
Because he seems to like things that light up, I got:
Night Buddy $12.90 Amazon
He also likes things that make music (plus I can use it as a decoration!) I got:
Hallmark Singing Snowman $17.95
Oddly, he has a weird affinity for yo-yo’s (oh, and it HAS to be green)….
Yo-Yo $6.49 Amazon
For the sensory side of him, I got these (accidentally bought a dozen of the spiky balls; that should last us a while!)
Light up spiky ball $4.69 Amazon
Stretchy ball $4.64 Amazon
Over the past 2 years he has really started to love to draw. Of course it is hand over hand, which makes me wonder if it is the drawing or just the undivided attention from Mom. Either way, I got these which I think he may enjoy (while probably giving me a headache):
Scented Markers $6.48 Amazon
Finally, a 5 pound bag of treats from Sams. That may last a few day.
I am not sure if this will help anyone else out there or not. While shopping online, I am always searching under the keywords “autism toys” but rarely come up with something that really fits the interests of my son. Please comment below if you have any great finds you would like to share. I may just steal them for myself 🙂
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/12/findingthe-perfectpresent.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-12-15 10:28:062015-12-15 10:28:06Buying the Perfect "Autism" Gift
There seems to be barely enough time in the day to fit in all the required material that the school district throws our way. On top of that, imagine being in a class with students who have the most significant disabilities in the school, and it can be a recipe for pure survival mode. But, even during my most challenging years, I still made time to teach social studies. Although the subject matter was not on any state wide assessment, I still found it a valuable use of instructional time. Here is why I did it.
Many of my students with autism, even those most severely affected, often had pervasive or narrow interests. Sometimes, these interests fell in the area of history, politics, or other social study fields. For these students, it was easy to come up with lessons and activities to keep them engaged. In addition, on more than one occasion, I discovered a hidden interest in this content area that a student had which I had not realized before. This gave me more opportunities to grow and use prior knowledge and interests in other subject matters. Finally, the content I was teaching is what their peers in the regular education setting were being exposed to. I strongly feel that ALL students deserve to be taught and exposed to grade level material. It may not look the same, or even take as long, but the core of the content should be very similar.
2. IEP Goals
As with all subject areas, there were plenty of opportunities for me to target and work on individual IEP goals while teaching social studies. While working on my presidents unit, I made a few file folder activities where students simply matched identical pictures of presidents. They may not have known who the picture depicted, but we would review them daily as they worked on the IEP goal of matching identical pictures. I also created many sorting tasks so students could manipulate the content in that manner as well. It could be as simple as sorting pictures that were different types of homes to a more complex task of sorting the duties of each branch of government. Lots of differentiation took place to target the multiple learning levels in my class.
3. General Classroom Skills
As with any content, there are opportunities to practice basic classroom skills such as sitting and listening to the teacher, using a communication device, asking and answering questions, participating in classroom discussions and activities, collaborating in small groups, and more. For students with significant disabilities, especially autism, these skills need to be practiced often across many different people, settings, and content. In elementary school, I felt an obligation to strengthen these skills prior to the kids going to middle and high school where there would be an expectation of more independence and collaboration.
Of course, I tried to find the most relevant social studies material I felt was worthy of their classroom time. Some topics I liked to cover were:
Maps and Globes
Geography and Landforms
I always tried to incorporate as many hands on activities as possible as well as a book or power point I would write to accompany the content. Overall I felt it was a very successful addition to the day. Most of my students could only handle a 15-20 minute block of instruction so there were lots of blocks of time to fill during the day. Social studies was often one of those blocks. Structured time and consistency were critical for the success of my students.
I have several social studies units available in my store that I used in my classroom every year. Grab them by clicking HERE. Each unit includes a book covering the content in a simple manner, activities, communication aids, and assessments.
Best of luck in your social study adventures!!
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Remember how excited you would be Christmas morning as a child? All those presents under the tree just waiting to be unwrapped. Just as excited were the family members who had carefully picked out the perfect present for you. They waited anxiously to see your excited response when you would reveal the treasure under all that Christmas paper and ribbon. Sadly, that often is not what happens in families who have a child with significant autism. These kids often do not want to open their presents, and when they do, they either have no reaction or have a negative reaction to what is inside. Extended families, especially, can be confused or disappointed. The more they pressure the child to open the gift and explore what is inside, often makes the situation only worse. So, what can you, a special education teacher, do to help this situation at home? After talking it over with your students’ parents, read below to find out how to incorporate a present unwrapping routine in your classroom.
1. Set a consistent time
What ever type of class scheduling system you use, make sure there is a clear and consistent time set aside to work on this skill. I liked to start in the beginning of December, and even my most affected students made significant progress by Christmas. However, you may choose to start earlier if you feel your students will need more time. This consistency is critical for minimizing anxiety for your students around a routine that may have some historically negative feelings attached. In addition to this set time, make sure there will also be time after the present is opened for the student to engage with the item that was wrapped. That may mean playing with a toy, watching a video, or eating a small snack. The immediate reinforcement will be very important to learning this skill.
2. Use high interest
When I did this program with my own child, I began by wrapping up his favorite things. I found things like books and toys around the house and would wrap them up. There is no need to go out and purchase new items, just use things you know your student REALLY loves. I also used food, but this may be more difficult at school. It is critical in the beginning to only use things you KNOW your student will want to engage with immediately once he or she unwraps the package.
3. Use hand over hand prompts and fade
Find the least intrusive level of prompting necessary for your student at the beginning. You need a prompt invasive enough to ensure there is no anxiety, yet still allows as much independence as possible. Do not unwrap the present for the child, however. When working with my son, I had to start with hand over hand prompting. He hated unwrapping presents. Years of too much commotion, noise, people, and expectations had led him to have a very strong negative reaction to opening presents. So, I would help him open the present by taking my hands in his and ripping the paper off as quickly as possible. After a few days, I could tell he was building up confidence that there may be something good under that paper, and I could quickly fade to simply pointing and gesturing.
4. Keep it realistic
My personal preference is to keep the wrapping minimal, but realistic. You want your students to be able to open a present that most people will give them. That means using tape and some sort of bow. If you start this at the beginning, it is one less step you need to teach later. I also sometimes used boxes, and sometimes I did not. If something comes in a box, that is just one more “task” the child has to complete before the “job” is done. It is good to practice with and without boxes, so the child does not simply stop once the box is revealed.
5. Making it intermittent
Once you find your students are easily opening their presents with little to no prompting, you need to start varying the level of desirability of the item. There are two main reasons for this. One, not every present they unwrap will be of high interest to them of course. This is especially true when gifts are coming from people who may not know the child very well. The second, and more crucial reason, is that intermittent reinforcement is the strongest form of reinforcement there is. Proven again and again through research, we know a person is more likely to persist in a task for a longer time when they occasionally get reinforced rather than every single time. Every gambling institution depends on it!! So, slowly introduce items that the student is not averse to, but may not be of peak interest to them. This will ensure they will not get tired of opening presents before Christmas morning is over.
Finally, I would provide the following tips to your parents, who should then share them with extended family members and friends:
Limit the number of presents. Go for 1-2 fun things; don’t worry about all the kids getting the exact same number of items. That is not fair to anyone involved.
Give the child time to open the presents on their own schedule. My son loves opening presents, but I still find I need to space them out, and give him time to play with the items in between.
Remove all unnecessary wrapping. If they toy is shrink-wrapped, then remove all the packaging before wrapping the item. This was hard for some of my family. They loved how it looked in the box, and did not want to remove it before wrapping. However, more often than not, my son lost all interest before someone found scissors strong enough to cut through all the security wrapping.
Put batteries in ahead of time if needed. For the same reason above, you want the child to enjoy the toy immediately when unwrapping it.
Keep it simple. Encourage parents and family to buy favorite snack or drink items and wrap them up. It may seem silly wrapping up a snickers bar, but the reaction is likely to be 100 times better than wrapping up a pair of jeans.
So, that is my helpful hint for this week as we enter a crazy holiday season that is so challenging for our special learners. At least this can be one fun part of your day. Now, my son will open anyone’s present when I am not looking!! I think I did too good a job 🙂
Here is the FREEBIES I promised. Click on the images below to grab them from my TPT store.
I have other December units available as well to enhance your special education classroom.
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/12/unwrapping-presents-title.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-12-01 11:57:132017-10-10 13:18:07Teaching Students to Open Presents plus a FREEBIE for You
I spent almost 10 years in a classroom serving the most severely affected students in the elementary school where I worked. The challenges were real and daily, but my ultimate challenge was trying to determine if what I was doing was working. One of the ways I answered this question for myself was to give weekly assessment on the material I was teaching. It was a great way to determine if my students were grasping the content. The difficulty came in trying to find a way to assess them that was meaningful and accurate. Here are 5 tips I found to be critical when assessing my most affected students.
When I was getting ready to start a new unit, I would develop the assessment first. It helped me focus on what was truly important to cover in the upcoming week or two. I would then administer the assessment before starting to teach the material. This had multiple benefits:
Gave me a baseline I can use to measure growth when I gave the post-assessment
Revealed what the student my already know and gave me time to enrich those areas
Gave the student more practice with assessment
2. FIND THE RIGHT FORMAT
I found there was a LOT of diversity in my classroom. I had some students who were completely non-verbal, some students had extreme physical limitation, and some were actually working close to grade-level but had such extreme behaviors, they could not be in a setting with their typical peers. That meant, I often had 3 different assessment formats.
I would use a simple multiple choice test for my grade-level kiddos. Quick and easy to make and interpret.
For students who were not yet on grade level, and early or emergent readers, I would add pictures to my multiple choices assessments. For the most part, the students would still complete these independently, although for some I would read the question.
For my most severely affected students, I would enlarge and print out the answer choices and mount to index cards. I would then state the question and, using their own response mode, the student would indicate their choice. This may have been pointing or eye gaze. Often, it was a non-response. BUT, I still had by baseline.
3. ANALYZE YOUR DATA/TO RE-TEACH OR NOT
Once I was done teaching the material, I would give the same assessment I used for the pre-assessment. I would then have some data to analyze to see if the students had made any growth. So here is the reality: some of my students made little to no growth but many did. I then had to decide if I needed to reteach the content or not. The answer to that vital question was: it depended. If the content was critical or the student made some growth, and I felt he or she could make even more either I or my assistant would reteach the material the following week. Again, the reality was that I could teach the same material every week for a year, and some of my students would still show little to no growth on the assessment. But, I still assessed, because there were enough times over the years that I was truly amazed how some of them would perform on the post-assessment as compared to the pre-assessment. I just never knew, so I had to assess to find out.
4. SHARE YOUR FINDINGS
Another great thing about doing these assessments was that I had actual data to share with parents and administrators. As a parent of a severely affected child myself, I know how important it is to know what my child is learning. One way a parent can feel confident you are doing your job as a teacher is to see an assessment. In addition, in IEP meetings I had some work samples to share that were data rich and meaningful. This helped us develop new and better goals for the upcoming year. Finally, my students received report cards every quarter. The EXACT same report cards that their typical peers received. By having valid assessments, I had something to use when filling out report cards. Of course, my students had a differentiated grading system (to be addressed in a later post) that I established at the very start of the year, but the students’ grades were always based on true data.
5. FRINGE BENEFITS
The best thing I learned about giving assessments to even my non-responsive students were there turned out to be all these positive effects I had not planned on. Many of my older students were going to have to take an end-of-year assessment given by the state. By giving my assessments throughout the year, my students became more comfortable with the format and would perform better on these end of the year tests. In addition, there were a lot of skills I could observe and work on while giving these assessments. I was able to really focus in on the student’s best method of responding to my questions. Was it eye gaze or pointing? Should I put the cards on the table or on a vertical surface? Was there a difference if I used color versus black and white? All these little pieces of information fit into a bigger picture that would help not only me but teachers in the future who would work with my students. Finally, all my students had IEP goals that pertained to attention and engagement. This was a great time to gather that data as well since we were often in a one on one setting with minimal distractions.
Giving these pre and post-assessments took me less than 5 minutes per student, and it was definitely worth the time and preparation. I would encourage every teacher, regardless of the severity of your population, to try giving formal assessments. I know in this day and time most of us complain about over-testing, but I have found many forget about testing this population at all. How else can we know if we are making a difference?
Click on the image below to download a FREE copy of an assessment that is provided with my unit on Colonial America in my TPT store.
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/11/assessment-title.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-11-16 12:44:462015-11-16 12:44:46Assessment in the Special Education Setting
If you know me or have visited my store on teacherspayteachers, you know I write a book for EVERYTHING even math. When I was teaching in an autism classroom, I loved starting my lessons with a book, and so did my students. Of course, I had a hard time always finding a book that was at an appropriate level for my students, but it got to the point I could write one up in about 20 minutes. So, I wanted to share some reasons why this is such an effective strategy for starting your math lesson as well as some FREEBIES at the end so you can give it a try yourself.
Predictable, Calming, and Repetition
We know students with disabilities struggle with unstructured time as well as an inconsistent flow to the day. Starting your math lesson with a story is a great way to cue your students that there is a change in subject matter, and it gives them time to settle in. Reading can be a calming routine especially when it is paired with engaging pictures and simple language.
If you had kids yourself who liked to watch Nickelodeon, you may have noticed that the same episode of Blue’s Clues would run every day for 5 days. That was not a way for the network to save money. It was actually based on research! There was a study done by the creators of Blue’s Clues (click here for the link) that demonstrated typical children need to see and hear subject matter about 5 times before they begin to internalize the material and make those personal connections. I had heard that in a training early in my teaching career, and it totally made sense. So, I decided I would use the same book to start my math lesson for 5 days. On day 1, many of the kids were fiddling with toys, falling out of their chairs, and seeming to not even hear me reading. But, by the end of the week, many were chiming in and following along. It took that much consistency to get their attention. Of course, by mid-year, they were following along much more quickly, but I always kept the same book for 5 days.
When you read a story, it is a perfect time to work in some of those IEP goals and gather data. My assistant and myself always had our clipboards with the IEP goals for each student with us. That way as I was reading I could work in lots of “wh” questions as well as measure and track level of engagement. Of course, as these stories were dealing with math content I had lots of opportunities to work on counting, identifying numerals, size, and other topics that were addressed on individual IEPs.
Students with disabilities, especially autism, have a lot of difficulty generalizing information they have learned to new situations. This is very true of math. I often had a student that could count an array of objects as long as they were in a straight line. But show them a picture with a group of puppies, and they were totally unable to count them. Very, very typical and very challenging as a teacher. You think your student has mastered a skill, but when you attempt it in a more real-life situation, and they seem to have no clue what to do. Pulling literacy into your math lessons is the PERFECT way to work on some of these generalization skills. It forces you as a teacher to present math in a less traditional format. While keeping IEP data, I would have different codes if a student was successful at a skill in a traditional format or was successful in a new, more generalized format. It was a great way to ensure I continued working on skills I thought the student has mastered until I could prove they could do it across environments, people, and material or stimuli.
Typical Math Lesson
So, what would a typical math lesson look like in my classroom which consisted of students kindergarten through 5th grade with significant autism? The lesson would be about 30 minutes.
5 min : Counting or other math song
5 min : Read a math story
10 min : Group activity using manipulatives
5 min : Individual work (This usually meant that my assistant and myself would have to help students one on one to complete a product for the parent to see what we are working on and for me to keep as a data point. While helping one student, the other students were given access to the book for the week, previous math stories or other math manipulatives. This would keep them engaged with appropriate materials while we were focused on other students. They actually loved “reading” these books on their own.)
5 min : Math game
Reading a story to start your math lesson has many benefits. Students find it calming and predictable, you can gather IEP data and generalize skills to make more personal connections, and the repetition reinforces the math concepts you are currently trying to teach.
Below are some free stories I have used in the past. Click on the buttons below to download them for free. If you find this strategy works for you, try writing your own stories. It is quick and easy to do!
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/11/literacy-in-math-title.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-11-07 13:45:372018-09-07 16:23:08Adding Literacy to your Math Lesson and a FREEBIE
Full disclosure: I used keywords when teaching my students how to solve word problems.
I had a K-5 classroom for students with autism. There were so many different learning styles and needs just within my small class. In addition, these students, for the most part, were severely affected. Many did not speak, most did not read, and some were working at a preschool or lower academic level. The issue was: some of these students were in 4th and 5th grades. I felt compelled to somehow teach grade level content. It seemed hard for me to imagine some of them ever having to solve a problem like:
The train left the station at 7:45 pm going 65 mph. If Smallville is 75 miles away, what time will the train get there?
But, some might have to solve:
You want to make brownies. You need to add 1/2 cup of flour in the beginning and 1/2 cup of flour at the end. How much flour will you need to make the brownies?
So, after some preliminary research, I grabbed onto the idea of using keywords. I made every student a Keyword index card. It looked like this:
We would take the word problem, and not even read it. We would just look for a KEYWORD. Then the students would highlight it. Boy did they LOVE to highlight things. Then we would circle any numbers we found and put them together using the operation from the correct column where they had found the keyword. It seemed like such a great strategy, until I came across this problem on the end of year test:
I had 5 apples in my basket on Monday. On Tuesday I increased the amount of apples so now I have 7 altogether. How many apples did I add on Tuesday?
Using my strategy, my students happily highlighted the word altogether, found it on their card and completed the problem:
5 + 7 = 12 I had 12 apples on Tuesday!!
They were so sure, so proud of themselves, and of course so wrong.
I so wish this strategy would have worked. For students with autism and other significant disabilities, they really need a way to make things that are abstract more concrete or black and white. I still believe that, but now I know a better way to make that happen.
First, you have to truly embrace and believe this is a worthwhile skill to teach to as many of your students as possible.
Second, you have to realize that because this is truly a difficult skill even for our typical students, it will take lots and lots of practice. Really, LOTS and LOTS of practice.
Third, you need to bring in manipulatives to help the students turn this abstract problem into something more tactile that they can set up and understand.
Fourth, the problems need to be real. You should use problems that are practical and make sense to the students you are teaching. This will allow them to activate prior knowledge and make new connections that will help them solve word problems for years to come.
So, let’s look at how to work through a word problem with your students in a more appropriate and successful (not necessarily quick and easy) way.
Joe is allowed to watch 4 hours of TV at night. He has already watched 2 hours of TV. How many more house of TV can Joe watch?
This problem addresses a very real situation that your students may find themselves in. There are two ways to approach this problem: as a subtraction problem AND as an addition problem. It is important to use both methods if possible to expand your students’ true understanding of what is happening. Let’s work through it as an addition problem.
READ through the problem.
Talk through what is happening in general terms.
Come up with some general estimates of an answer. For example, would it be reasonable to say Joe can watch 5 more hours of TV? Why or why not. This step really helps you assess if the students are grasping what the problem is really about.
Using a work mat, set up the problem using manipulatives. I like to use a sticky note for the operation. That way the work mat is always the same, and the student can choose the operation he/she wants to use to solve the problem.
5. Have students talk about and share with each other how they decided to set up their manipulatives. The more they can explain what they are doing, the better they truly understand it. 6. After talking through the solution, have students write the number sentence that represents the answer to the problem. 7. Finally, have students check their work by solving the problem and seeing if it makes sense.
I am sure to many of you who teach severely affected students, this may sound way too complicated or even absurd. But I challenge you to try it. Students will only rise to the expectations that we set, and wouldn’t it be tragic if we set the bar too low.
If you would like more resources on solving word problems, including:
Even more suggestions, like how to incorporate your really low learners
Small group practice problems
Worksheets that follow the same format as the work mat
Click on the pictures below:
https://i1.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/10/no-keywords.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-10-26 15:32:592017-03-06 07:44:31If Keywords Don't Work, Then What?
I am a veterinarian. I graduated in 1995 from the College of Veterinary Medicine in Raleigh, NC. I practiced small animal medicine until my son was born in 1997. I LOVED it. But, due to his needs and diagnosis of autism, I gave up my career to try and “cure” him. Nope, didn’t work. Thus fact 2…
I have an 18 year old son with severe autism. I love him to death, despite the fact it certainly is not the life I though I would lead. I went back to school and learned all I could about autism and other disabilities, which led me to getting a master’s in sped ed. (For those of you who are counting, yes, I have a bachelor degree, a doctorate degree, and a master’s degree. Luckily, I LOVE school.)
Reading is my absolute favorite leisure activity. I find time to read every day, usually when I am done with my TPT work. A glass of wine and a comfy chair and I am in heaven. I will read anything. My favorite reads are books with complex family sagas. I also love a good thriller.
So I would say I love to quilt, but I find it cuts into my obsession listed in number 3. I usually put time aside on the weekends to quilt, forcing myself to take a step back from the computer and constant work on my TPT store. Thus, it maintains my sanity. I used to make a different quilt to hang outside my classroom door every month of the year while I was teaching. The kids loved it; now my friends and family are the benefactors of this hobby.
My family spends as many days as we can at my in-law’s small house on High Rock Lake in NC. It is tiny with only one bathroom, but I could move out there and live happily today. It sits on the water with a long dock that faces the most amazing sunsets I have ever seen. My son loves it there, and I know that eventually he, I and my husband will end up living on the water. I just have to be patient, but I cannot wait!!
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Do you use a letter of the week strategy in your classroom? I found it a helpful way to teach letters and sounds in a self-contained setting. After years of tweaking, I came up with a lesson plan that not only was engaging and helped students make real world connections but greatly decreased my stress level. First, I knew repetition was going to an important part to my teaching. It was necessary for my students but had to have variation to keep their attention.
Note: if you are a more visual person, watch the YouTube video at the end of this post. It pretty much covers the same material.
So, I started each lesson the same way: with a song. Each student had an alphabet chart so they could follow along.
Next, we would read the letter of the week book. By the end of the week, the students could read it along with me.
After the story, we would start to fill a large circle map. I drew a large circle on poster board, added Velcro, and using a post-it note, placed the letter of the week in the middle. Students would then take turns bringing up pictures that started with that letter.
Next, I would choose a group activity based on the day of the week:
Monday: Scavenger Hunt
Tuesday: Pick up the Plates Game
Wednesday: Art Activity
Thursday: Cooking Activity
Friday: Social Skills Activity
After the group activity, students would do an individual activity, again, depending on the day of the week.
Monday: Circle map
Tuesday: Letter collage
Wednesday: Sorting activity
Thursday: Sorting Activity
Finally, I would end the lesson with some technology. We loved using Youtube and Starfall.com. There are so many cute songs and videos you can quickly find about the letter of the week.
If you would like to see if this method works for you, click below to download a FREE letter of the week unit to try from my store on teacherspayteachers. It includes all the above activities and lesson plans.
You can also watch this FREE 4 minute how to video on utilizing these materials:
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/09/abc-animals.gif?fit=560%2C420&ssl=1420560christajoy1765christajoy17652015-09-29 16:39:582018-09-05 13:43:53Teaching the Letter of the Week
This has been an interesting couple of weeks with my family, so I thought I would take a break from school posts and write something more personal that I know so many of my friends with special kids can relate to.
So, as most of you know I have an 18 year old son, Jimmy, with autism and a 17 year old daughter, Gina who is a typical and wonderful teenager. Gina has been busy applying to colleges which has led me to helping her proof read some essays. Many of which she has chosen to write about Jimmy, and it has been very enlightening to me.
Trying to raise a child with such demanding needs as Jimmy, has meant that all of us have had to make some sacrifices. As much as we tried to protect Gina and give her a “normal” childhood, I have come to realize that it was impossible to shield her from the stress of raising a child with special needs. When Gina was about 4 years old, she asked us, in a very worried voice, if she was going to have to take of Jimmy when we got old and died someday? Even at that point, she knew what a tremendous burden (I know some of you want to say blessing….) it can be having a kid like Jimmy. I tried so hard over the years to keep things as normal for her as possible. She had sleepovers, danced and swam competitively for years. I am not sure we really denied her anything. I figured we had done pretty well.
Then, I read her essay to Duquesne University. She talked about having to grow up so fast at such a young age. How she had to learn how to take of herself as well as her brother long before she was ready. She talked about missed opportunities and lost family vacations. All true. But I don’t know how we could have done it any differently. I know so many of my friends will recognize this struggle and realize there is no magic answer.
Yesterday, we went to hear a speaker talk about getting into the college of your choice. She and her Dad had just spent the weekend at an open house at Duquesne, her first choice. It as an emotional weekend for her dad who is not ready to see his baby girl move away. The talk was full of doom and gloom, and Gina left feeling like there was no way she was going to get into any good colleges, let alone Duquesne. When we got home, she grabbed onto her Dad and cried and cried. He did his best to reassure her. But, it was what she told me later that really spurred me to write this post. She said that Dad was just overly emotional about things, and I really seemed to have no emotion at all most of the time.
That was a crushing blow to hear. But, I think she is right. I think when Jimmy was diagnosed, and I realized the dream I had of my life was gone, I had to make a choice. I could get swallowed up by resentment and grief, or I could play the cards I was dealt the best I could. So, I soldiered on and didn’t let myself think about what could have been. I think over the last 16 years, that has led to a dramatic change in my personality. It has made me put up walls that I just cannot afford to take down. I can deal with just about anything now. I am the rock of the family, but I am not sure that is such a good thing.
I wonder how Gina will look back on her childhood and our relationship. Every parent wishes they could have done something better, so I know that I am not unique in that situation. I know there are so many of my friends who have similar situations and read this and wonder if their kids feel the same way. I think every kid is different, and every family is different. We did the best we could. I am not sure how we could have done it any differently.
https://i0.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/09/aviary-photo_130874969668718148.png?fit=551%2C363&ssl=1363551christajoy1765christajoy17652015-09-23 15:50:202015-09-23 15:50:20Living Between Two Worlds
At one point in my teaching career, my class schedule worked out so I had this 15 minute block of time when the kids came back from specials and before they had to go to lunch. It was not enough time to really teach anything, but it was definitely enough time for them to get in trouble if there was not a structured activity. I had a K-5 class of students with a HUGE range of abilities. I had a few who were verbal, one with a genius IQ, and several who were non-verbal and required a personal assistant to navigate the day. So, what to do that would engage this wide range of kids? I decided to be CRAZY and read a novel.
I started with Charlotte’s Web. We talked about the rules: you had to sit at the table, you had to be quiet, and you could not touch others around you. (It took about 3 months to get these rules consistently followed.) I really did not know what to expect, but it turned out amazing.
Most of the students (all but 2) didn’t really seem to listen. But, they were learning to sit quietly for a good block of time. This turned out to be such a wonderful skill. Parents and later teachers, alike, were very thankful for it. It also turned out that two of my students really enjoyed listening to me read. I wish you could have seen this group of students. No one would believe they would sit and listen to a story, but with consistent expectations, they all got there by the end of the year.
Interestingly, my highest level student was the most problematic. He just could not stand the thought of being quiet. He wanted to talk ALL THE TIME. So, I used this quick strategy: I place the number of post-it notes in front of him that I planned to read that day.
As I would finish a page, he would remove the post-it note. It worked like a charm the very first time. I also used some visual cue cards, like “quiet” and “listen” for my lower level students. These did not work quite as quickly, but it was an important part of shaping their behavior.
At the end of the novel (which took about 1 1/2 months), we all spent an afternoon watching the movie with popcorn. It was a great reward, and they all loved it. By the end of the year, we had read:
Wizard of Oz
Charlie and the Chocolate Factory
Because of Winn Dixie
After that year, I worked this time into my schedule purposefully. It was always a learning process in the beginning, but the end results were always worth all the time and effort.
If you would like to try it, consider trying one of my novel units from my store on teacherspayteachers. I have created an activity to go along with each chapter to increase the level of engagement and participation. Click on the first two pictures below to download a free sample from each unit. Directions to access the complete unit are included in the free download. To check out my other novel units go to my store, Special Needs for Special Kids at TPT by clicking here.
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/09/novels-2.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-09-16 14:03:382018-09-07 11:20:28Reading Novels to a Low Incidence Class
Our special education classes tend to have such a HUGE variety of learning levels and needs. It can drive a teacher to insanity trying to come up with separate lessons for each child that is differentiated to their specific learning style. Here is a quick way I found to take one task and make it accessible to more of my students.
We did a lot of cut and paste activities in my class. Most of my students had difficulty writing, so I needed a way to produce a product for parents to see as well as a concrete way to gather data and perform assessments. Pictured above is such an activity. The students were sorting pictures with words into different word families. This was perfect for my 3rd-5th grade learners, but not so much for my K-2 students. So, I would outline the various pictures/words with a certain color that matched the color of the construction paper for that particular word family. That way, it turned into more of a color matching task (with a high degree of distraction) which even my younger students could do. For even more support, I would color in the entire square rather than just outline it. In the end, I had one sorting activity that almost all my students could do with very little prep time on my part.
Consider trying this technique to easily make more rigorous tasks engaging and more independent for your lower level learners while still utilized grade level content.
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The time we dread as special education teachers: transitioning from one activity to another, or moving from one location to another. You have all your students, or small groups, where they are supposed to be, relatively engaged, and then time is up and everyone needs to move. Ugh!! Although I destested transition times, I also knew it was probably the most important time of the day. It was the time I focused on A LOT because as a teacher of little bodies (K-5) who would eventually grow into big bodies, I knew it was my job to teach them how to physically get from point A to point B with as little insanity as possible. (I hope those secondary teachers who later got my kids, appreciated how well they could transition without a major uproar occurring). So, what was my secret? Well, there was no secret or magic bullet, but I did find one thing that helped tremendously…. music.
From the very first day, I would let the students know it was time to transition, usually with a “check schedule” card. In the beginning, there was A LOT of hand holding and guiding students to their schedule and then to the new location. About half way through the year, however, many of them could do this on their own, allowing me time to set up. But, once the kids were at the new table or center, I would have a song ready to go with some visuals or manipulatives for them to use. I always used the same song for each lesson. I always used Number Rock to start math, and I always used I’ve got the Whole Alphabet in my Mouth for reading/writing time. It may seem like that would get boring for you and me, but for my students, it was the predictability of the music that helped them settle their bodies and get them ready to learn. I would provide each of them with a number or letter board, and start the song. In the beginning of the year, when we were still physically helping the students transition, this gave me 2 minutes to set up while my assistant led them through the song. Later, I could take over that role, freeing up my assistant to get the next lesson or center prepared.
For most of the time I was teaching, I did not have much technology available to me in my classroom, so I simply used a CD player and some CD’s I borrowed from the kindergarten teachers. That is part of the reason why I made sure to add some visual or manipulative component for all my visual learners. My last year, however, I was lucky enough to get a Smartboard, which enabled us to “watch” the song on youtube rather than just listen and sing along. Either way, those 2 minutes were long enough to get the wiggles out, but short enough the students would not get bored.
Below, I listed some of my favorite songs we used and the links on youtube. It really is a great way to start your lesson and easy to do. Even if you have a severe diversity of learners in your class, and you think there is no way this will work with your crew, try it. My class was extremely diverse, and I did have one student who took almost 3 years, to get the idea she was supposed to sit still and listen to the song, rather than dance, but it was still time so well spent. We all learn at our own pace, so why not make it fun?
It is the first week of school, and all the teachers are going through the school rules with their students. You see them in the hallway, in the library, and in the cafeteria. They are all standing at attention (even the kindergartners) listening attentively and being quiet. BUT then there is your class. Your class used to be my class. The class with the kids that NEVER stand still or are quiet. The class that takes more adults than kids to get from one place to another on the school property. Yep, it is the special ed class.
I always hated those first few days of learning the school rules. I knew I could not try to teach proper hallway behavior while staying in the classroom, it just would not generalize to the real situation. I also knew that once we were out in the hallway, my kids would be so distracted and/or anxious that there was no way they could listen to me about proper hallway etiquette. Then I found out about structured walks!
The main issue with my students was they did not know what they were supposed to be doing in the hallway, and they had no idea how long it would be before they could get back to the safety of the classroom. A perfect recipe for disruptive behaviors and anxious kids. I started doing structured walks my second year. It basically is set up like a scavenger hunt. I would have someone place some pictures around the school in obvious locations, and the kids would have a blank template to show them how many pictures we were looking for. We did talk about hallway behavior, but I found once they had a clear goal of what they needed to accomplish, and how long it would take (ie fill the 10 blank spots) most of the problem behaviors disappeared or lessened greatly.
I have included this link so you can download complete directions and a set of symbols to use on your own structured walk. Try it, you might be surprised how a little structure can go a long way in eliminating problems and anxiety.
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So, I cannot take credit for the invention of this idea, but once I saw it, I ran with it. My students loved matching tasks, and so did I. It allowed me to gather some IEP data as well as allow them to do some work independently. But, printing out those file folder games takes a lot of ink and access to a color printer which I did not always have. So, I started using old calendars.
I would ask people to save me their calendars at the end of the year. You need the ones that have the small pictures of each month on the back. Take the calendar apart and laminate each page. The cut out and laminate the smaller photos. Put Velcro on the back of the small photos and on the large pages. I was lucky enough to be able to have access to a binding machine at school, so I would bind them together, but you could use metal rings as well. I also liked to make a quick holder for the smaller photos using an old piece of cardboard with, yes, more Velcro.
I made HUNDREDS of these over the years. The kids absolutely loved the photos, especially if I could get some cool calendars like Thomas the Train or other favorite character. I also had some calendars that the months were in color and the small photos were in black and white. That just bumped up the difficulty level a notch for my more advanced learners. In addition, some people gave me some really challenging ones like different types of grapes or stained glass patterns. They were not always easy to differentiate what each month was. Every single student I taught did these calendars for morning work or part of their independent working time, and every single student I had loved them.
I hope you will try this quick and easy way to make your own vibrant matching tasks without having to print a single thing!!
https://i1.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/08/calendars.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-08-18 20:42:062015-08-18 20:54:24Re-purposing Old Calendars
So I have been on teacherspayteachers for a few years now. Up until this year, I really did not devote much time or attention to my store. I realized what a great venue it could be, but I was more a user of the website than active participant or author. When we moved to PA last year, that changed, and I dove into recreating products that I had tested successfully for years in my classroom. Honestly, there is almost no ready-made, published materials available for teachers who work in severe and profound settings. It is truly sad. So, I knew this would be a worthwhile venture for all involved. I literally spent the next year crafting over 150 products. My sales went up, but nothing extraordinary. So, as year 2 of my “sabbatical” begins, I feel I need to refocus my energies, and find a way to connect with more teachers in the same situation I was in.
First, let me say I am NOT a social media fanatic. Up until we moved, I did not have a Facebook page, nor a Pinterest account. Now I have both. But I want to talk a little about pinterest in this blog entry. I am such a horrible pinner. I admit it, and beg forgiveness for whomever has stumbled previously upon my page (https://www.pinterest.com/christajoy1765/). I just did not get it, nor did I put the time and effort into understanding this platform. Well, I have spent the last 2 weeks getting educated!! It is truly an amazing resource full of some of the best ideas I have ever seen. I have watched some tutorials, read other blog posts, and listened to some webinars all in an effort to become someone you would want to follow.
It will be a process. I have a lot to clean up on my site, and that will take some time. But, with the few changes I have made, I have already had some people reach out to me and ask me to collaborate with them on their boards. I am honored. I am humbled.
I promise from this point forward to be a good steward to this powerful social media presence which is the biggest driver of buyers to teacherspayteachers. And, without buyers, I might as well just close my store down and read a good book.
https://i2.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/08/pinterest.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-08-06 15:22:522015-08-06 15:22:43Social Media Overload
Friday was the last day of summer school for Jimmy in 2015. It is the first time he has ever had the opportunity to continue his educational experience during the summer months. As many of you know, we moved to Pennsylvania from North Carolina one year ago. I was terrified leaving all of Jimmy’s support network and sad leaving all of our family behind. BUT…. it was the best thing that ever happened for the four of us. We still miss family and friends, but we have been able to visit and family has even ventured up this way!
So, one of the absolute best changes for Jimmy was the school system here. This is in no way meant to be negative towards all the wonderful teachers, adults, and therapists who helped Jimmy from grades PreK though 10th grade. You all did the absolute best you could with what you had. But here, it is just so different. Jimmy is in a school surrounded by so much support and experts in the field of autism. Every activity, every minute of every day is meant to maximize his potential and build his independence. And the best thing…. that support continued throughout the summer with the same 8-2 school hours, 5 days a week, with the same teachers and assistants there ready to go. Sure, he still had some meltdowns. I still had to sign restraint and IEP waiver forms, but that is all the nature of the beast. I never got a call. I never had to drive 30 minutes to the school to pick him up. They were equipped to handle whatever Jimmy threw their way. Most importantly he loved it.
Of course, for me, it meant a few more precious weeks of freedom. My days of freedom are quickly coming to an end. I have just 3 years left before Jimmy is done with the school system. After that, I don’t know. He is still pretty tough to handle if you don’t know what you are doing. So, the future is very uncertain.
For now, I am beyond thankful for the summer of 2015 and all it afforded me to accomplish for myself. Now it will be down to NC to visit with family and relax at the lake for a couple of weeks!!
https://i1.wp.com/specialneedsforspecialkids.org/wp-content/uploads/2015/07/summer-school.png?fit=560%2C315&ssl=1315560christajoy1765christajoy17652015-08-01 15:08:132015-08-01 15:08:08Summer School : 2015
This 4 minute video talks about the importance of utilizing repetition in your daily lesson plans. I walk through an example of how I used one of my favorite tools, a literacy unit. I never felt like I was cheating my students by repeating the same lesson plan several days in a row. I just was strategic in making sure there was some purposeful variation to keep them engaged. By day 5, the kids would be so excited because they could predict what was coming and could read along. Boy, do I miss those days!! Happy teaching to all you still out in the trenches. You are making more of a difference than you will ever know.