Personal Hygiene Unit for Special Education PRINT and DIGITAL

This Good Hygiene unit contains 120 pages of material specifically designed for students with special learning needs, especially autism. This unit on hygiene addresses what it means and why it is important to practice good hygiene in a simplified but rigorous way for students with diverse learning needs to make meaningful and authentic connections to the material. There are many opportunities for students to engage in repeated information on practicing good hygiene. This repetition encourages true understanding of good hygiene. The hygiene activities and assessments include more than one version, suggestions for differentiation and options for presentation. Finally, there is a social story that addresses the very common issue of nose picking.

✩✩✩There is now a 9 day lesson plan with additional extension activities included in this unit!!✩✩✩

I updated and expanded this unit May 2019.

See the preview for a detailed look at the contents.

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Hygiene Unit Includes:

⭐ This unit comes in 2 complete files. One is in color and one is in black and white.

In the zipped folder you will find:

• 9 days of lesson plans
• Personal Hygiene Unit activities in color
• Personal Hygiene Unit activities in black and white
• Voice-recorded PowerPoint show
• Personal Hygiene Unit book (PowerPoint) to use with activities
• Better get a Tissue Social Story (PowerPoint) to use with activities
• Links and directions to digital activities

Hygiene Activities Include:

• Vocabulary board
• Circle map reviewing main characteristics of personal hygiene (includes digital version)
• Hand washing sequencing activity (includes digital version)
• Good and Bad hygiene habits sorting activity (includes digital version)
• Matching activity (includes digital version)
• Assessment on good hygiene (3 versions) (includes digital version)
• Social Story on nose-picking (includes movie version)
• Booklet on nose-picking (color addition added)

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Much of what I have learned about curriculum development is incorporated in 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.