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Teaching Social Emotional Skills/ Coping mechanisms "adapting general Social-Emotional Learning (SEL) programs by incorporating trauma-informed strategies, focusing on co-regulation, and using proactive approaches for coping."

Building and maintaining positive relationships "Equip educators with strategies to cultivate supportive relationships with and among their students. Normalize different learning and behavioral needs in the classroom and actively create a classroom environment that prioritizes building a strong sense of belonging for all students." (NCLD, 2025)

Recognizing Emotions "Children with autism spectrum disorder experience significant difficulties in recognizing various situations of interaction, isolating tasks and requirements set by adults in these situations; children practically did not try to depict an emotion, having difficulty in differentiating it." (Anna & Tatyana, 2023)

Story Mapping " Stories play a big part in learning. When teaching a lesson or concept through stories, it is helpful to use story maps to boost the reading comprehension of your students with EBD.

A story map is a graphic organizer of the elements of a story, such as the settings, characters, plot, and theme. When the meaning of the stories becomes too challenging for students to comprehend, story maps assist in simplifying and breaking down the details to make them easier to digest." (staff, 2025)

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Use of noise cancelling headphone "two comparative studies on noise reduction of students in general education classrooms found that when students wore noise-reducing headphones there was greater improvement in reading scores for elementary students with disabilities as compared to students without disabilities (Smith, 2010; Smith & Riccomini, 2013). "

Use of fidget tools " A student who finds movement reinforcing may find the use of a fidget spinner to be an appropriate replacement for walking around the classroom or moving in the chair. Ledford et al. (2020)" Fidget tools can be anything from a pen that make a click noise or could be a squish ball. There is so many different fidget tools that sometimes finding the right tool per student could be a long process.

Use of flexible seating "Flexible seating can be anything from a wide variety of classroom chairs to the way chairs and desks can be arranged, along with types of desks such as standing or sitting desks. (Walker, 2025) Flexible seating can support students that struggle to sit still or need to have some type of movement. This could be a stand desk where the student could stand next to the desk or have a taller chair to be able to sit at the desk and swing their legs. Another flexible seating is having exercise balls available.

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This is a snapshot of a visual schedule I made for a student this year.

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Visual schedule "The results of the study found that the on-task behaviors significantly increased for work completion and on-task behaviors, with the most significant change noted in the 5th grade student who increased productivity from 20% to 53% on-task when visual supports were provided (p. 259). The off-task behaviors were not as clearly defined. Though the off-task behaviors were not considered significant, each student except the third grader showed a decreased overall rate of off-task behaviors. No significant change was found in levels of teacher prompting (MacDonald et al., 2018)." Visual schedules help all students but mostly students with a disability. This allows our non-readers to be able to read a schedule and are sucessful with it.

AAC "they discussed the importance of normalizing AAC use and disability in general and provided recommendations for other AAC users, families, and professionals. Augumented and Alternative Communication supports the population of non-verbal speakers. There are multiple different programs to support students with their voice. It takes time to find the right voice per student. A teacher would know if it is the right device when the student is successful consistently communicating their wants and needs.

Graphic Organizers "Graphic organizers are intended to promote more meaningful learning and facilitate understanding and retention of new material by making abstract concepts more concrete and by connecting new information with prior knowledge,” (Hughes, C & Dexter, D., 2011) Graphic organizers support studens with being able to put all their thoughts down on to a paper that is organized.

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Role Playing "Role-playing is a dynamic and interactive approach to social skills training that has gained prominence across educational and therapeutic settings. It involves participants taking on specific roles to practice and refine their social interactions within a safe and controlled environment." (Matermind, 2025)

Support with team collaboration "Stakeholder teams require effective communication mechanisms and practical ways of working together within and outside of classrooms." (Bagley et al, 2022) It is ideal that staff support students with collaboration to support conversation skills with peers.

Video Modeling "These findings demonstrate that video modeling is an effective on-the-job training method for autistic employees. Autistic adults can use video modeling at work to learn new job skills. Employers, job coaches, and secondary transition professionals could use brief videos to support autistic employees." (Bross, et al, 2021)

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Use of Planners "You can teach your child how to use this great tool to be a more successful student. Planning:

Reduces stress

Reduces ineffective study habits such as cramming

Helps prevent learning disabled students from feeling overwhelmed

Increases productivity

Teaches a life skill that will benefit your child now and in the future" (Logsdon, 2025)

Using Speech to Text "Overall, the research reviewed showed that speech-to-text can be useful for some students with disabilities..... ll students used more words, more multisyllabic words, and  followed an appropriate writing sequence with improved spelling and punctuation, but the effect was greatest for students with specific learning disabilities" (ICI, 2025)

Money Management "incorporating mathematics academic standards with tailored instructional strategies—such as scaffolded learning opportunities and the use of real-world financial contexts—can help bridge gaps in financial literacy for students with IDD." (Kang, 2025)

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Support with executive functioning "Teaching adaptive skills typically involves methods like task analysis, which breaks down skills into manageable steps, allowing individuals to learn and master each component progressively. It is essential that teaching approaches consider the diverse cultural and societal norms surrounding what constitutes typical behavior at different life stages. Ultimately, effective teaching and support for adaptive skills can greatly enhance an individual's capability to lead an independent and fulfilling life." (Phillips, 2023)

Community Use "Adaptive skills can be taught throughout life and improved adaptive skills will contribute to improving the person’s overall functioning and adaptation across community settings, making it an important outcome to focus on" (Tasse & Kim, 2023)

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Self-Care Some students have to be explicitly taught how to care for themselves and follow a routine to clean themselves up. Sometimes this is done at in-home ABA therapy, Othertimes this is a job at school to focus on those self- care skills (brushing hair, teeth, washing face, and washing hands)

spatial sequencing "Can recognize spaces according to their purpose and activity (e.g. study, leisure, dining areas, etc.)" (Possin, 2010) Recognizing the difference of work space and break space is very important to students with disabilities as when they are developing they may start to associate school with play and then struggle to complete work.

Community Based exposure "we believe these activities also help our students learn about and develop their talents and gifts, expand their areas of interest, create friendships in the community, and improve their overall quality of life with regard to physical fitness, physical activity, and self-esteem." (Filozof & Eberhardt, 2021) Students that are receiving Community Based Learning (CBL) are able to focus on their Functional and adapative skills in the community/ at a store. When we work on money skills at school it will not transfer those skills to the community.

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Community-based learning is a teaching and learning strategy that integrates meaningful community engagement with instruction and reflection to enrich the learning experience with a greater emphasis on reciprocal learning and reflection.

"Community Based Learning (CBL) is a pedagogical approach that is based on the premise that the most profound learning often comes from experience that is supported by guidance, context-providing, foundational knowledge, and intellectual analysis. The opportunity for students to bring thoughtful knowledge and ideas based on personal observation and social interaction to a course's themes and scholarly arguments brings depth to the learning experience for individuals and to the content of the course. The communities of which we are a part can benefit from the resources of our faculty and students, while the courses can be educationally transformative in powerful ways." (Swarthmore College | http://tinyurl.com/jrhpf4x)

Community-based learning refers to a wide variety of instructional methods and programs that educators use to connect what is being taught in schools to their surrounding communities, including local institutions, history, literature, cultural heritage, and natural environments. Community-based learning is also motivated by the belief that all communities have intrinsic educational assets and resources that educators can use to enhance learning experiences for students. (Glossary of Education Reform | http://edglossary.org/community-based-learning/)

"... field-based "experiential learning" with community partners is an instructional strategy-and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students must both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life." (Association of American Colleges & Universities | https://www.aacu.org/leap/hips)

"...a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities {which often involves reflection}" (National Commission on Service-Learning).

Below is an experiential learning continuum. On the left-hand side of the continuum is the service we do as citizens. The right-hand side represents the service we do in a community as a professional. Community-based learning is the experience of engaging in the community through a disciplinary lens. The middle column below offers descriptors of community-based learning.

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Community-based learning is a teaching and learning strategy that integrates meaningful community engagement with instruction and reflection to enrich the learning experience with a greater emphasis on reciprocal learning and reflection. "Community Based Learning (CBL) is a pedagogical approach that is based on the premise that the most profound learning often comes from experience that is supported by guidance, context-providing, foundational knowledge, and intellectual analysis.

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