About the store
I teach in a Developmental Learning Program (DLP), supporting students with a wide range of needs and abilities. Many of my students have limited verbal communication skills and/or cognitive differences, and they benefit from the use of adapted materials and AAC/picture-supported communication to enhance both comprehension and expression.
I work with students in grades K–5, providing instruction across a broad range of skill levels—from foundational life skills and errorless learning to early literacy, reading comprehension, and foundational math skills such as addition and subtraction. Throughout my career, I have developed a strong focus on adapting curriculum to meet the unique needs of my students, which has led to meaningful growth and increased engagement in learning.
In addition to my work in the classroom, I lead the disability ministry program at my local church. In this role, I create curriculum, plan lessons, and ensure that children with disabilities are able to access the gospel and participate in church activities in meaningful and inclusive ways. I also share these resources on TPT and strive to keep them affordable and accessible for others serving similar communities.
I am passionate about creating practical, accessible resources that support diverse learners across settings. My goal is to provide materials that are easy to implement and effective in real-world environments. I truly believe that with the right supports and accommodations, all students are capable of learning and demonstrating their knowledge.
You can find me on TikTok, Instagram, Facebook, Youtube, Pinterest, and on my website: www.alwaysadaptable.com.
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Visual Schedule Binder | Special Education
Visual Schedule BinderThis is a great resource to use for students that benefit from having a first-then visual schedule with them at all times, as well as a 5-frame simple token economy. The binder allows you to have organized pages of visuals for quick grabbing and changing the schedule as the day goes. The pages/images include are:4 colors of front page (green, red, blue, pink) 5 options of tokens (dogs, hearts, stars, cars, monsters) 2 'Schedule' Pages with 35 visuals 1 'Reinforcing Items'
PreK - 6th
Classroom Community, Social Emotional Learning
Edmark® 1 Lessons 1–10 Supplemental Activity Set | Special Education Reading
Beginning Words | Supplemental Activities for Edmark® Lessons 1–10Looking for additional practice and independent work to reinforce early lessons from the Edmark® Reading Program? These supplemental activities are designed to support students working through Lessons 1–10 by providing extra opportunities for practice, generalization, and comprehension. This resource includes a variety of structured, repetitive activities that align with the early Edmark lesson sequence while giving students mea
PreK - 8th
Reading, Reading Strategies, Spelling
Minding Your Own Business | Social Script, Story
Social Script - Minding Your Own BusinessThis social script/story is designed for middle school and high school special education students that are learning not to eaves drop and to stay in their lane. It teaches them what it means to give other people privacy and space. The 1-page social script also comes with a page of examples, showing specific situations in which students need to practice minding their own business.
7th - 12th, Adult Education
Social Emotional Learning
Elopement, Running | Social Story
Elopement "I want to Run" | Social StoryThis social story was designed for students that elope (run) out of the classroom when they get upset. It teaches them that running out of the classroom is not safe and teaches the replacement strategy of asking for a break and/or using a designated safe space in the classroom instead of running. This way, the teacher knows where they are. This social story also includes using a break card to request the safe space and earning a 'token' if the student use
PreK - 8th
Character Education, Social Emotional Learning
When I am Anxious | Social Script, Story
Social Script - When I Feel AnxiousThis social script/story is designed for middle school and high school special education students that are learning how to manage anxiety in the classroom. The social script walks through behaviors that often occur when individuals with Autism are anxious (repeating a phrase, yelling, shutting down). It teaches them that they need to make a different choice to calm their minds, so that they don't disrupt the learning of others. The 1-page social script also co
7th - 12th, Adult Education
Social Emotional Learning
I Can Be Quiet | Social Script, Story
Social Script - I Can be QuietThis social script/story is designed for middle school and high school special education students that are learning about the importance of keeping their voice quiet. It teaches them that their friends and teachers don't like loud voices. When they are too loud, they need to take a break to calm down and quiet down. When they are quiet, they can join their friends again. The 1-page social script also comes with a break card and specific break instructions, explicit
7th - 12th, Adult Education
Social Emotional Learning
5-Frame Token Board | Dog Theme
5-Frame Token EconomyHow to Use: 1. Print and Laminate 2. As your student engages in the reinforcement behavior, let them know that they earned a token! Add a dog to their board (ex: staying on task, following directions, keeping shoes on - whatever skill you need to work on. Deliver reinforcing tokens as often as the student needs and then you can spread out the delivering of tokens as their stamina is built up) 3. 5 Tokens = Reward This token economy includes visuals for the following rewards:
PreK - 6th
Social Emotional Learning
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About the store
Experience
I teach in a Developmental Learning Program (DLP), supporting students with a wide range of needs and abilities. Many of my students have limited verbal communication skills and/or cognitive differences, and they benefit from the use of adapted materials and AAC/picture-supported communication to enhance both comprehension and expression.
I work with students in grades K–5, providing instruction across a broad range of skill levels—from foundational life skills and errorless learning to early literacy, reading comprehension, and foundational math skills such as addition and subtraction. Throughout my career, I have developed a strong focus on adapting curriculum to meet the unique needs of my students, which has led to meaningful growth and increased engagement in learning.
In addition to my work in the classroom, I lead the disability ministry program at my local church. In this role, I create curriculum, plan lessons, and ensure that children with disabilities are able to access the gospel and participate in church activities in meaningful and inclusive ways. I also share these resources on TPT and strive to keep them affordable and accessible for others serving similar communities.
I am passionate about creating practical, accessible resources that support diverse learners across settings. My goal is to provide materials that are easy to implement and effective in real-world environments. I truly believe that with the right supports and accommodations, all students are capable of learning and demonstrating their knowledge.
You can find me on TikTok, Instagram, Facebook, Youtube, Pinterest, and on my website: www.alwaysadaptable.com.
Teaching style
Every learner deserves access to a high-quality education that is individualized to meet their unique needs while also being engaging, meaningful, and enjoyable.
My teaching approach is rooted in a multi-sensory, hands-on framework, recognizing that students learn best when they can see, hear, touch, and actively participate in their learning. By incorporating visuals, movement, repetition, and interactive materials, I strive to create learning experiences that are accessible and effective for a wide range of learners.
I also strongly believe in the power of communication. All individuals deserve meaningful access to communication—whether through verbal language or robust AAC systems. Communication should be embedded throughout all instruction, not taught in isolation. By integrating opportunities for students to express themselves across activities, we can promote growth, independence, and meaningful participation.
Above all, I believe in always assuming competence. A student’s ability to communicate verbally or participate in activities in the same way as their peers does not define their ability to understand, think, or learn. When we presume capability and provide the appropriate supports, we open the door for students to reach their full potential.
Always assume your learners are capable—and you may be amazed at how far they soar.
Awards & shining teacher moments
2024 ARC Educator of the Year Award
My own education history
B.S. Elementary Education, Special Education
B.S. Human Development and Family Science
M.S. Special Education; Developmental/Cognitive Disabilities and Physical/Health Disabilities
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