Learning Simplified

This is a visual mini schedule I created for my students with Autism that need to see what they are being expected/asked to do, what they need to do next and then what they get to do after they complete the first two tasks.

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is the visual directions I created for an art project I made with my students with autism. * I suggest using card stock to print the rainbow outline

I use this activity to teach my students how to add money, as well as, how to figure out how much two items will cost at a restaurant. Included are differentiated visual menus, picture cards of each food on the menu and differentiated money addition boards and how much change will I get back boards to be filled in for practice. This file includes the following: McDonald's Visual Menuspage 1: real restaurant prices (based on large sized food items and Illinois prices)page 2: prices are all based

I created these cards for some of my students with Autism who are either non-verbal or have difficulty with expressive language when they are dysregulated. This visual choice card allows the student to either point and let a teacher know if they are ready or not ready to do something or provides the student with the appropriate words to tell a teacher if they are ready or not ready when they are unable to put the words together to express their needs.

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is the visual directions I created for an art project I made with my students with autism. *I drew lines on the paper plates to indicate where students should fold the plate. My students need this visual prompt. * I drew the outline of the feet and beak on the orange construction paper for my students to cut out

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is the visual directions I created for an edible sensory science experiment I made with my students with autism.

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is a sensory science experiment called Elephants Toothpaste I made with my students with autism.

I use this activity to teach my students how to add money, as well as, how to figure out how much two items will cost at a restaurant. Included are differentiated visual menus, picture cards of each food on the menu and differentiated money addition boards and how much change will I get back boards to be filled in for practice. This file includes the following: Wendy's Visual Menus page 1: real restaurant prices (based on large sized food items and Illinois prices)page 2: prices are all based on

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is the visual directions I created for an art project I made with my students with autism.

This is a comprehensive collection of curriculum supports and modifications I created that I reference often to ensure that I am creating the least restrictive environment, accessible curriculum, various opportunities for exhibiting understanding and representing information across multiple intelligences.

These are visual behavior expectations for circle time I made for an Early Childhood Program.

This is a first/then visual mini schedule I created for my students with Autism who need to know what they are expected to do and then what they get to do after.

This is a To Do - Priority List I use with my students who struggle with organization, executive functioning and time management. Students can add assignments and work to the "To Do" portion on the top half throughout the day. They can either fill in the priority number as they add assignments/work to do as they write them in or at the end of the day. Students then transfer their assignments/work to be done to the bottom half in order based on their priority numbers. Students who struggle wi

Included: * Lesson plan * Handouts: * Vocabulary - prejudice, discrimination & stereotyping definitions * Brainstorming groups who have struggled with prejudice, discrimination & stereotyping * Write a paragraph on how prejudice, discrimination & stereotyping affect people * Song lyrics in English and Spanish: Ben Harper's "How Many Miles Must We March"

These are visuals I created for my students who blurt out. The "Think it in your head" visual is to remind/teach students when it isn't appropriate to blurt out and they need to think what they want to say in their head. The "Say it out loud" and "It's okay to talk" visuals are to let students know when it's appropriate for them to talk out loud.

This is a multiplication unit I created for my students that includes differentiated math centers. Includes: * Lesson plan * Differentiated multiplication math center games (directions, worksheets, manipulatives and step-by-step visual directions) * YouTube video links * Online multiplication online game * Differentiated math center reflection exit slips

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is a sensory science experiment I call Citric Fizz I made with my students with autism.

This is visual directions I made for my students who are non-readers and need visual step-by-step directions to be successful. This is a sensory science experiment I call Chalk Foam I made with my students with autism.

Included: There are 60 total WH question cards 20 question cards for who20 question cards for what20 question cards for whereEach question card has 4 picture answer choices 2 correct answers and 2 incorrect answers I use these WH question cards for teaching my students who, what and where, as well as, for student specific IEP goal teaching and practice. Some of my students are excellent at memorizing either specific pictures or the location that an answer is in so I made an additional correct

With students input, expectations for behavior, learning and achievement were created conveying high expectations for the classroom. I develop standards for conduct in the classroom have been developed with student participation and are posted in the classroom as a visual reminder for students, teaching assistants and myself. This has made a positive impact on the students interactions, behaviors and overall attitudes that are taking place in the classroom. I use the language and behaviors the