Budgeting Unit for Special Education Managing Money Financial Literacy

Budgeting skills can be so challenging even for the best of us, but imagine if you were living with a disability like autism.

This BRAND NEW unit on teaching budgeting skills is meant to help students in a life skills high school setting understand what it means to make and follow a budget.

This Budgeting unit focuses on:

• Making and Following a Budget
• Methods of payment (cash, check, credit card)
  • Advantages/Disadvantages of different forms
  • Fees associated with checks and credit cards
• Income and Expenses
  • Wants or needs
  • Goods or services
  • Income or expense
• Prioritizing expenses based on a budget
• Practice scenarios
• Filling out a check

This Budgeting unit covers 3 weeks of instruction for students with autism and special learning needs. It uses picture symbols, photos, and simple text.

Each week has individual and group activities including:

• circle maps
• sorting activities
• completing sample budgets
• working with expenses
• using various forms of payment

⭐All activities come in print and digital formats

See the preview for a detailed look at the contents.

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Budgeting Unit Includes:

⭐ This unit comes in separate zipped files.

In the zipped folder you will find:

• 14 days of lesson plans
• Budgeting activities in color
• Budgeting activities in black and white
• Making a Budget book (PowerPoint)
• Following a Budget book (PowerPoint)
• Links and directions to digital activities

Budgeting Activities: (in print and digital formats)

• Budgeting vocabulary cards and puzzles
• Circle map
• Sorting activities
  • wants or necessities
  • goods or services
  • income or expense
  • advantage or disadvantage of using credit
• Practice scenarios filling out a budget
• Prioritizing expenses based on a budget
• Filling out a check
• Fill-in-the-blank worksheets
• Assessment (3 versions)

Color and BW versions included

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Much of what I have learned about curriculum development is incorporated into these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.