Insurance Home and Auto for Special Education Financial Planning


Total Pages 216 pages plus 48 google slides
Answer Key Included
Teaching Duration 2 Weeks


Property insurance including home insurance and car insurance can be hard to figure out, but this unit breaks the information down into basic terms for students in a special education setting.


This unit on protecting your property is meant to help students in a life skills high school setting understand why people need insurance and the different types available.


This Insurance unit focuses on:

  • Homeowners’ Insurance
  • Auto Insurance
    • Liability
    • Collision
    • Comprehensive
  • What is and is not covered
  • Things that affect your premium


This financial planning unit covers 2+ 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
  • matching activities
  • quizzes/assessments


All activities come in print and digital formats


See the preview for a detailed look at the contents.


Home and Auto Insurance Unit Includes:


⭐ This unit comes in separate zipped files.


In the zipped folder you will find:

  • 13 days of lesson plans
  • Activities in color
  • Activities in black and white
  • Protecting your home book (PowerPoint)
  • Protecting your car book (PowerPoint)
  • Links and directions to digital activities


Insurance Activities: (in print and digital formats)


  • Vocabulary cards and puzzles
  • Group activities
    • Vocabulary activities
    • Who am I cards and directions
  • Circle maps
  • Matching activities
  • Sorting activities
  • Practice scenarios deciding which type of insurance would cover damage
  • Practice identifying valuables and how much they would be worth
  • 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.