Learning Simplified

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

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

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 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

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 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 used a free template I found on Teachers Pay Teachers (search: FREE Stained Glass Mitten Template) * I used electrical tape for the cuff that I bought in a variety pack of colors at Walmart

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've including cutting lines on one page with the paper worms for students who need them. * I bought my paint scrappers at Walmart in a pack of 4 (picture in the directions) for a few dollars. * I suggest using card stock for the green background

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've included the outline of the hat, boots and mittens I used. * I used foam sheets I got at the Dollar Tree for the hat, boots and mittens because they're extremely lightweight and it's a different material for my students to practice cutting. * I got the circle paint bru

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 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 bought the clear plastic ornaments for $0.99 at Walmart during the Christmas season. * I used black electrical tape for the hat

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 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

Speech Language Pathologist Terminology Dictionary

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 paper plate. My students need this visual prompt. * I drew circles on the red construction paper for the reindeer's nose 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 art project I made with my students with autism.

These self and peer behavior monitoring forms are one of the tools I utilize in my Skill Development class (resource class). As a result of filling out a self-reflection at the end of Skill Development class, students have become more productive and engaged in their learning while unsupervised by the teacher. Students are responsible for monitoring a different expected behavior each week. At the end of each class period students evaluate how well each of their peers and themselves conducted t

I created this countdown board for my students who don't have number sense and/or one-to-one correspondence, but do understand the concept of time decreasing using color on a Time Timer.

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