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.

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 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

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.

I created this board for my students with Autism to provide them with a reason to complete their independent work. I give them 3 tasks for independent work. Before they start they chose the reward they want to work for and put the picture on their board. After each task they complete they add a number to their reward board. When they have all three numbers on their board they get to have their reward.

This is a assignment completion checklist I used with an 8th grade student who had difficulty completing homework, remembering if he completed it and where he put it and didn't want to raise attention to himself to ask for help when he didn't understand how to complete his homework. I filled in the "last nights assignments" column and he filled in the rest at the beginning of the day in my resource period. Then I would just have to walk by and see what he had completed, needs to complete and n

This is a writing checklist I created for a student who struggles with writing grade appropriate sentences. This has helped him check his work and make the corrections necessary to improve his writing skills.

Included: Lesson plan Handout - 5W graphic organizer with self & teacher check boxes

This is a data chart I created to take data for my student's work completion IEP goals. I have the student fill out their data chart each day so they are responsible for their on work and success, as well as, keep them accountable.

This is a data sheet I created to track the number of prompts a student required during each academic class period from a teacher/adult to maintain attention/focus.

I made this visual for a student who would shut down when something was hard for him to do by himself. This helped remind him that he doesn't have to do things that are hard for him own his own.

These are cards I created for one of my students to keep inside his desk that he would either hand to his teacher or put on her desk if she was busy.

Includes: Lesson Plan Handout - 5W graphic organizer with self & teacher check boxes

Informational/Non-Fiction Text Comprehension Question - Version 4

Informational/Non-Fiction Text Comprehension Question - Version 3

Informational/Non-Fiction Text Comprehension Question - Version 2

Informational/Non-Fiction Text Comprehension Question - Version 1

Informational/Non-Fiction Text Comprehension Question - Version 1