Resources for Special Educators

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United States - Virginia - Charlottesville
Resources for Special Educators
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This is a social story that we wrote for one of my students with an emotional disorder. We would draw a circle and read her this story. We talked to her about how if she lied, then part of the circle would be erased because people could not trust
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This is a visual to help students remember when to use the various volume levels (shout, whisper, no talking, etc.). This really helped my students with autism.
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2 ratings
4.0
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This is a social story about using kind words. I have found it helpful for my students with autism and emotional disabilities.
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1 rating
4.0
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This is a red/yellow/green/blue rating scale with pictures of the emotions (thanks Rebekah Brock!), how the student's body might look, what he/she can do when feeling that way, and what others might do to help. I find it has helped my students with
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This is a reminder of various ways to calm yourself. We taught the students each strategy, then placed this visual at our "Take a Break" spot in the room. This helped our students express their frustration, anxiety, anger, sadness, etc. in an
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This is a great rhyming activity. Each student has their own paper. You read the poem, line by line, and have them fill in the missing blank and then draw what they heard. For example, if the rhyme was "hat" the child would draw a hat on their
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I use this as a personal motivator for various students (particularly those with emotional disorders or ADHD). The student can earn a reward at specific intervals during the day, after completing a set amount of work, or however you would like. This
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Great for students with autism or emotional/behavioral disorders.
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This document is meant as guidelines for roles and responsibilities for teachers/teaching assistants (paraprofessionals) in a special education setting.
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1 rating
4.0
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This is a social story about the rules at lunch. I have found it helpful for my students with autism and emotional disabilities.
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This is a chart to help young students understand the size of the problem. It ties in with the Zones of Regulation. I have used this with a Kindergarten student to talk about how little problems require little reactions not big reactions. I usually
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I place this page in a page protector and use a dry erase maker to write what the student needs to do, and then what happens when they finish. Ex - If I write my story, Then I get to take a 5 minute break.
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2 ratings
4.0
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Roll the Dice and Compare Game to be played with a partner. One student rolls the dice and writes the number he/she has created. The next student rolls the dice and write the number he/she has created. The students see whose number is bigger, fill
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1st, 2nd, 3rd
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This is a quick mnemonic type strategy to help students remember the difference between fiction and non-fiction.
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4.0
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This is a visual cue that can be placed on the corner of the student's desk. This reminds them of the rules and what happens if he/she does not follow the rules. This worked well with my students with autism and ADHD.
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This is a checklist I created many years ago to help me remember the most important things that I need to do at the beginning of the school year.
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This is a social story that I created to help a student who is afraid of bugs. It has teacher/parent tips on the second page.
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This is a chart I use to help my students stay on track and anticipate what they need to do (particularly my students with ADHD and autism). I put this sheet in a page protector and write on it with a dry erase marker. Example - "If I 1) read with
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This is a printout of activities that parents can do at home with their kids to encourage sight word practice.
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This is something I made to help my students remember the shape for the numerals 1-9. By pairing it with a known visual, I felt like it helped my students remember how to form the letters and recall them.
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TEACHING EXPERIENCE

Hi! I'm currently a special education teacher in Albemarle County, Virginia. I've taught for 13 years - all types of learners. I have taught students with mild and moderate intellectual disabilities, specific learning disabilities, emotional disabilities, autism, vision impairments, other health impairments, speech/language impairments, developmental delays, and English as a second language. I've taught Kindergarten through 5th graders in a variety of settings - collaborative, resource, and self-contained classrooms.

MY TEACHING STYLE

I believe that all students have the capability to learn and that educators should strive to reach all learners.

HONORS/AWARDS/SHINING TEACHER MOMENT

I participated in the first Special Education Leadership Academy.

MY OWN EDUCATIONAL HISTORY

I graduated from the University of Virginia in May 2005 with a Bachelor of Arts degree in history and a Master of Teaching degree in special education. I have certifications in intellectual disabilities, specific learning disabilities, and special education: general curriculum.

ADDITIONAL BIOGRAPHICAL INFORMATION

I have a wonderful husband and two beautiful daughters. Outside of school, I love to spend time with family and friends. I also enjoy cooking, reading, running, and playing outside.

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