*The OnBook for Autism Special Education
*This book is for preschool, speech therapy groups, students with autism, non verbal students and special education learners.
Spatial concepts can be tricky but they are so important to help our students learn to follow directions and build functional vocabulary. I find focusing on one concept intensely with many repetitions and in different environments really helps.
* This 36 page book contains pictures of everyday objects (and some silly pictures to keep it fun) to teach the spatial concept of “on”. Pictures are age appropriate for older students as well.
* Presented on a white background to avoid confusion and distraction, these simple pictures encourage vocabulary development. The book provides opportunities for multiple repetitions. A visual sentence strip at the bottom of each page allows students to follow along during group work and to extend MLU (mean length of utterance)
* Laminate the pages and use velcro pieces to make the book interactive.
* This book is for preschool, speech therapy groups, students with autism, non verbal students and special education learners.
This product was created using Smarty Symbols Images. All rights reserved, 2011-2015
Print pages on card stock and laminate. Print two copies of pages 4-5, one to cut out and one to put at the back of the book to store the cut out “on” and “dog” cards.
Assemble by coil binding or by using rings.
OR you can not assemble them and use them as mats (depending on age and ability of students). For example, for the jr. high special education, I would use it as a book. For the K-3rd grade special education classroom, I would use them as mats.
Before reading teach the concept of “on”. Show the symbol, use some of the dog cards and put them on some items in the classroom.
Read the first page, following along with your finger. On the corresponding page, have an "on"symbol and a "dog" ready. Velcro dog on the table, saying “on” and then put the on card on the sentence strip, saying ”on” and following along with your finger to complete sentence. Then repeat, while pointing, “the dog is on the table.” Remember to focus on the word “on” (not “dog” or the other words) . I like to use the sign for “on” too, to reinforce the concept.
Next, students take turns doing the same thing. Non-verbal students use pics, verbal students use pics and words.