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

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 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.

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 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

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 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.

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 a wait strip I created for my students with Autism who benefit from visually seeing time decrease till they are done with an activity. I print these on card stock and laminate. On the wait strip, I put velcro in the boxes numbered 1 - 5 on the front, a velcro strip across the back of the strip and velcro on the back of the green numbered squares. To use: start with all the numbers on the front from 5 on the left to 1 on the right next to the all done picture. As a minute or task (can

This is a good listening reward strip I created for my students with Autism who had a difficult knowing if what he was doing was perceived as good listening by his teachers and peers. He benefited from visually seeing when he was doing good listening during an activity. The immediate visual response from an adult letting him know that he was doing good listening enabled him associate what he was doing with how adults perceive his actions. I print these on card stock and laminate. On the good

This is a visual poster that I hang in my room that I can point to as a remind for students who blurt out.