Credit Cards and Borrowing Money for Special Education Budgeting Skills


Total Pages 305 pages plus 56 google slides
Answer Key Included
Teaching Duration 3 Weeks


Using credit cards and borrowing money can be so challenging but this unit breaks the information down into basic terms for students in a special education setting.


This unit on borrowing money and using credit cards is meant to help students in a life skills high school setting understand why people borrow money and the different ways to do it.


This Borrowing Money unit focuses on:

  • Reasons people borrow money
  • Ways and places to borrow money
  • Consumer protection laws
  • Credit cards
    • How to apply for
    • How to use it responsibly
    • How to read a statement
    • How to make a payment


This financial planning 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
  • Venn diagrams
  • practice reading statements


All activities come in print and digital formats


See the preview for a detailed look at the contents.


Borrowing Money Unit Includes:


⭐ This unit comes in separate zipped files.


In the zipped folder you will find:

  • 15 days of lesson plans
  • Blank credit card statement for more practice
  • Activities in color
  • Activities in black and white
  • Borrowing Money book (PowerPoint)
  • Using a Credit Card book (PowerPoint)
  • Links and directions to digital activities


Borrowing Money Activities: (in print and digital formats)


  • Vocabulary cards and puzzles
  • Group activities
    • Vocabulary activities
    • Bingo cards to practice vocabulary
  • Circle maps
  • Venn diagrams
  • Sorting activity
  • Practice scenarios deciding if you have enough money for a purchase
  • Practice reading credit card statements
  • Fill-in-the-blank worksheets
  • Assessment (3 versions)



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.