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https://www.teacherspayteachers.com/Store/Words-With-Rachel

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Adapted Work Books (Credit: Little Miss Kim's Class) 

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Adapted Work Books (Credit: Little Miss Kim's Class) 

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Link to TPT Free Download

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I use a ton of adapted books in my classroom. I create a lot of them using Word or Powerpoint, but I also find a lot online, print and adapt them. There are a lot of great resources out there to get adapted or low-level books out there for free or for a small membership fee.

Tarheel reader is a-ma-zing!! You can read the books with kids on an iPad or computer, or you can print them. It's totally free, but you do have to set up an account. You can also quickly and easily create your own adapted books on the website.

Although News2You isn't free (I think it's about $150 for a yearly subscription), it is well worth the money! It includes weekly adapted newsletters, but my favorite thing about News2You is the adapted books that are included!

Reading A-Z has a variety of leveled books that are great for kiddos with disabilities. I LOVE the levels AA-C books, they're simple, have great pictures and often include repeated lines. A yearly subscription is $109/ year, but you can sign up for a free 14 day trial to give it a try!

The Sherlock Center on Disabilities has over 200 well-known picture and chapter books adapted with picture symbols. Just a few of the well-known books include Brown Bear, Brown Bear, Cordoroy, The Diary of Anne Frank, The Giver, Go Dog Go, and Pete the Cat! The books are completely free and you don't even have to create an account!

Do you have any "go-to" websites or resources for adapted books??

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Resources for Creating Adapted Books in Special Education

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I use a ton of adapted books in my classroom. I create a lot of them using Word or Powerpoint, but I also find a lot online, print and adapt...

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Visual Schedule templates (Credit: ThatOTandBCBA) 

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Visual Schedule templates (Credit: ThatOTandBCBA) 

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Pre-Made Visual Schedules, as well as editable schedules

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This is a FREE comprehensive visual schedule creator!

Included templates and images: Hand washing, going to the bathroom, dressing, brushing teeth, morning routines, after-school routines, and bedtime routines!

I have created one pre-made schedule for each topic as well that is labeled, and ready to be printed off as is!

I tried to include within reason as many customizations I could think of from feeding with a G-tube to dressing and putting on a prosthetic. While I know it's not exhaustive, I did try to include as many images in variations of routines that reflect all walks of life. If there is something specific you are needing, just reach out to me and I will provide whatever image may be needed!

To use, please follow the instructions attached to the packet on the first page!

If you find this resource useful, it would mean the world to me if you rated my product and shared it! I pride myself in providing high-quality free resources!

This is for educational purposes. This is not meant to diagnose or treat any individual. As a friendly reminder, I am currently only a student OT and Behavioral Analyst and do not hold national certification for either of these titles at this time, although I am actively in graduate programs for both!

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Comprehensive Visual Schedules: Templates, PECs, and pre-made schedules!

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This is a FREE comprehensive visual schedule creator! Included templates and images: Hand washing, going to the bathroom, dressing, brushing teeth, morning routines, after-school routines, and bedtime routines! I have created one pre-made schedule for each topic as well that is labeled, and ready to...

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First/Then Token Boards (Credit:Play Based Fun) 

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First/Then Token Boards (Credit:Play Based Fun) 

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https://www.teacherspayteachers.com/Product/FIRST-THEN-BOARD-I-AM-WORKING-FOR-TOKEN-BOARD-CHOICE-BOARD-BOARDMAKER-ICONS-10137638

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This is an example of an activity in a google form! Best part is Google takes the data for you!

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First Then Template (Credit: The Teaching Speechie) 

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First Then Template (Credit: The Teaching Speechie) 

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Link to TPT Resource

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FIRST THEN BOARD FREE TEMPLATE for Autism and Special Education

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Do you need a First - Then Board to help your students with transitions, choices and to promote positive behaviour management? Struggling to help your students with Autism, other disabilities or special needs understand what will happen NOW and NEXT? This FREE and EDITABLE First - Then Visual Suppor...

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Students come in, get their folder and bin and each have an individual schedule for the day. This promotes independence and allows the teacher to work independently with students throughout the class.

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None of my students in AHPE have AHPE goals in their IEPs. I was told since I’m not a “special Ed” teacher that I can’t make the goals. Help!

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DIY Color Matching Activity For Special Education

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So, you started doing some "put in "activities with your students or child. Here's a next step!Make this DIY put in color, matching activity!You need:➡️ box➡...

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Matching pictures to words activity for special education

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LIFE SKILLS AT HOME: Teeth Brushing Video Model

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Peanut Butter & Jelly Sandwich (Visual Recipe)

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Take note of your students Attention Span when planning your schedule! Make time for transitioning to different activities with breaks in between!

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Check out this cool How to: Making Task Boxes! 

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Check out this cool How to: Making Task Boxes! 

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Task analysis (TA) is a practice often used in the classroom to teach multi-step skills or behaviors related to academics, communication and social skills. It can also be effective for teaching daily living skills. As the school year winds down, now is a good time to focus on them. Your students can end the school year having gained new skills that they can use throughout the summer in their homes.
Task analysis is used to break down complex skills into manageable, discrete steps. Students learn the individual steps in sequence in order to master the overall skill. Task analysis can be easy to use as it often requires few materials, can be inexpensive and can be used in a variety of settings. Most importantly, it supports students who have difficulty with executive functioning skills like sequencing, working memory and attention.

Start to think beyond academics and imagine the impact that task analysis can have in supporting your students' daily living skills. Sequence the steps for hygiene activities like handwashing, toothbrushing or toileting. Provide supports for steps involved in household chores like dusting, cleaning the bedroom, clearing the table or picking up toys. Teach complex tasks in the kitchen like making a sandwich, putting away groceries and setting the table.

Planning for Task Analysis

In planning to use task analysis, be sure to select a skill that is achievable for your student. If you plan to teach your student how to follow a recipe, they must have the motor skills to pour, scoop, stir, etc. It may be necessary to isolate individual steps to teach first before using task analysis to teach the entire skill. Additionally, look to your student's individualized education plan (IEP) for goals that require task analysis or goals that could more easily be taught by breaking the skill down into manageable steps.

Have a concrete goal in mind by clearly defining the expected behavior. Rather than simply saying that your student will wash their hands, it is helpful to explicitly state that your student will wash their hands with soap for 20 seconds and dry their hands when finished.

Before teaching the skill, ensure that each individual step is identified and put in the correct sequence. It can be helpful to perform the skill yourself, or observe another adult performing the skill, and record each individual step. For example, to develop a task analysis for washing dishes, start with the step of turning on the water. Complete and record each individual step, being careful not to leave out any detail.

As part of the planning process, take time to observe your student completing the target skill. This will give you a clear idea of what level and types of support to provide for each step of the task. It may also highlight any routines that your student has already developed around this activity as well as reveal areas of strength.

Once you have identified each step and observed your student engaging in the activity, think about how best to present the task analysis to your student. Line drawings or photographs like those in decision trees may be helpful to support some students. A written checklist might be appropriate for others. Even video modeling can be meaningful and appropriate for some students. Consider your student's level of learning to determine the best presentation.

Tips for Implementing Task Analysis

There are three methods for using task analysis: forward chaining, backward chaining and total task presentation. Select the one that best fits your learner's strengths and needs. When evaluating which method to use, consider your student's learning style and temperament. Backward chaining benefits students who respond to immediate success. Consider the learning environment and time available to teach. Total task presentation may require more time as you teach and reinforce each step of the skill. Think about past experiences with using task analysis. What method has been successful for your student? Also, look closely at the IEP goal related to the target skill. The method of task analysis to use may already be indicated in that goal.

Forward Chaining

Start by teaching and reinforcing the first step in the chain. Then support your student's completion of the remaining steps by starting with the least amount of prompting necessary to help your student complete the step successfully. Again, an initial observation of your student's skill can provide some insight into what level of support is appropriate. Once the first step is mastered (i.e., once your student can independently complete the first step), teach and reinforce the second step while continuing to support the steps that follow.

Backward Chaining

Start by teaching and reinforcing the last step in the chain as you provide a model and support for all steps prior to the last. As the last step is mastered, move backward in the sequence by teaching and reinforcing the second-to-last step. Backward chaining lets your student end every teaching session with success and positive reinforcement.

Total Task Presentation

Present all steps of the sequence at one time. Teach and reinforce each step of the process. This allows your student to learn a complete routine and understand the expectations of the full task from the start.

Task analysis is most effective when paired with a positive reinforcement. As your student performs an individual step or completes the total task (as described above), reinforce their behavior. Consider what reinforcers are motivating and meaningful to your student. This could be verbal praise, a high five or a small token. Keep it simple, and be sure that the selected reinforcer is effective for your student.

In addition to reinforcement, use task analysis in combination with other evidence-based practices. Various levels of prompting can support your student's learning. Video modeling and visual supports, such as social narratives and decision trees, may also be used to clarify expectations and increase understanding of the skill being taught.

Monitor Your Intervention

Monitoring your task analysis is just as important as thoughtful planning and implementation for two reasons. First, by taking data on your student's progress, you can objectively determine when your student has met the goal or whether there is a lack of progress. Be sure your progress monitoring indicates your student's required level of support for each step of the skill. Second, by analyzing the data you can identify whether changes need to be made to your instructional plan. If progress is not being made, think carefully not only about your student's abilities, but also about your approach to teaching this skill.

Consider the Skill Itself

Has it been clearly defined? Is it truly measurable? Without these characteristics, student progress is difficult to accurately monitor. Also revisit your student's skill level. Are the prerequisite skills truly present? Is the skill aligned with the IEP and achievable as it is written?

Look Closely at the Task Analysis

Is the skill completely task analyzed? Is there a step missing? Be sure that every step of the sequence is a discrete skill, and not a series of steps collapsed into one.

Review Implementation

If other team members are also teaching this skill, be sure that everyone is using the same chaining method for using task analysis. A thorough task analysis will support consistent implementation as well. Ensure that additional supports (video models, social narratives, visual supports, etc.) are being used in the same way each time.

Reconsider the Positive Reinforcement

If your student is showing a lack of progress, interest or engagement, it may be necessary to find a more effective way to reinforce the skill.

Task analysis can effectively be used to teach daily living skills by breaking down tasks into manageable parts. With thoughtful planning, consistent implementation and careful monitoring, you can support your student's growth in this area.

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Using Task Analysis to Teach Daily Living Skills

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See how special educators can help unique learners master skills needed for hygiene activities, household chores, kitchen tasks and more.

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For older students use a younger bands curriculum for modification purposes.

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Scout and MoJo and More

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Art is a great way to teach health concepts

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Duke: Go Birds!!

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Healthy Relationships Curriculum

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Don’t be afraid to try something that may be challenging for your students, they are resilient!

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Coffee time

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Keep learning and collaborating both in and out of school! 😊

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5!!

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Has changed the game for answering and showing content understanding for my students 

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Has changed the game for answering and showing content understanding for my students 

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Students will watch videos and complete worksheets (cutting and pasting pictures)

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Wellness collage project .. students create a health triangle, they can use pictures, words, or draw a representation of what healthy is to them.

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Functions of Teachers of Adapted Physical Education

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By Joseph P. Winnick and David L. PorrettaAn educational approach now receiving a considerable amount of attention is universal design for learning (UDL) (Lieberman et al., 2021; Meyer et al., 2014). As conceptualized, UDL ensures that all students have access to and success in learning, especially…

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Promotes independence and IA tasks also!

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Break it down into a progression with the aids observing and encouraging the students.

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I have found what my students like in pe and set up a little station for that during health. For example- mini golf putting after a desired task is completed.

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What is Unified PE?

Answer: Unified PE is a Program where students with and without disabilities participate in PE together. This Guidance from Special Olympics NJ may assist!

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For every student, the path to sports and social inclusion begins with a meaningful physical education experience.

SONJ supports Health and Physical Education through Unified Physical Education (Unified PE) as a general or elective course and Inclusive Physical Education (Inclusive PE) through our Learn. Practice. Play. UNIFIED. resources.

Unified PE

Unified PE focuses on the physical, intellectual and social growth for all students. Students of all ability levels come together through ongoing fitness, sports, leadership, and wellness activities. Engaging in physical activity and sport alongside peers with and without disabilities creates important social relationships.

Additionally, the Unified PE course is structured around the national physical education standards and grade-level outcomes.

Explore the Special Olympics Unified Physical Education Resources Guide for ideas and activities to support a Unified physical education program in your school.

Watch Unified Sports & Unified PE in action to see the type of impact these programs can have on your school and community.

Inclusive PE

In Inclusive PE classes, students with disabilities learn the same curriculum, same objectives, and participate in the same assessments as general education students.

Learn. Practice. Play. UNIFIED.

Learn. Practice. Play. UNIFIED. resources weave the sport and education programs Special Olympics offers into one comprehensive framework. They focus on fundamental and sport-specific skill development and apply those skills to game play in school and the community.

Each book contains three sections:

1. Learn: Special education information, instructional strategies and best practices for inclusion and instruction for teaching inclusive physical education

2. Practice: Activities and drills with tips for modifications and adaptations, as well as tools for observing student's ability levels

3. Play UNIFIED: Suggestions for creating co-curricular, interscholastic and community-based opportunities for students to apply skills learned in physical education to participation in recreational and competitive game play activities

Guide to Inclusive Physical Education and Sports Activities

The Learn. Practice. Play. UNIFIED. Guide to Inclusive Physical Education and Sports Activities is a great resource for educators in inclusive health and physical education settings and for new Unified Sports coaches.

Guide to Inclusive Gross Motor Education

The Learn. Practice. Play. UNIFIED. Guide to Inclusive Gross Motor Education focuses on gross motor skill development through structured and unstructured play for preschool and kindergarten students.

Resources & Training

Contact ucs@sonj.org to order copies of the Learn. Practice. Play. UNIFIED. guides or make requests for professional development trainings.

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Physical Education - Special Olympics New Jersey

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We support Health and Physical Education through two initiatives: Unified PE and Inclusive PE. Get our guides and request free training!

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What is an easy way to address hygiene with students with disabilities?

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Nonie 💗

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Thanks everyone for making my first keynote special !

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Lego, our new pet

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Extending the long weekend…

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Henry GO RANGERS

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Take a leap and and reach beyond your comfort zone when teaching adapted PE.

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Reach new heights and fly high!

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Be a BIG kid and PLAY!

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Middle School Health Tips for Schools with Students on the Autism Spectrum

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Middle School Health Tips for Schools with Students on the Autism Spectrum

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I like to modify health documents, from Teachers Pay Teachers, for my students to cut out and match or point and repeat. (Cover images with post-its, to take away some items, then run it through the copier.) Re-write using simpler terms, or use the simple term next to the term.

Google Presentations work well if you have a smart board where they can activity drag and drop images into categories.

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If you can get Lessonpix it's a great resource and website to customize and create materials for ape/h.

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FLASH Curriculum for sexuality education and relationships

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FLASH Curriculum for sexuality education and relationships

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I used this for my 8th grade adapted health class and modified activities appropriately for my class. It has resources, activity ideas, parent letters and more!

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FLASH lesson plans for Special Education - King County, Washington

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While visuals are embedded in some of the lessons, they have also been pulled out and separately indexed in PowerPoint format to make it easier to access and print.

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We use this a lot in the middle school level in my district for various topics with puberty/sexuality education. There are some good resources for students with disabilities also.

FREE!

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This video on disability and sexuality states that people with disabilities have the same sexual and romantic feelings as anyone else, including a range of sexual orientations. It also reinforces the idea that people with disabilities want the same healthy relationships as anyone else, and they often have similar questions about relationships and their bodies. The video also goes over issues that people with disabilities are more likely to face, like overprotective parents, friends misunderstanding their disability, and trouble expressing feelings and consent verbally. [AMZ-079]

All people are sexual beings, no matter what their bodies can or cannot do physically or what type of support they may need from time to time or all of the time. It's important for young people living with disabilities to learn about sexuality. They have the same hormones and sexual needs and desires as other people, and they can have different sexual orientations (heterosexual, bisexual, gay, asexual, etc.) and gender identities (transgender, cisgender, gender nonconforming, etc.). Young people with disabilities want the same thing everyone else wants in a relationship-respect, consent, communication and fun, which is why people regardless of their abilities need to learn about expressing romantic interest in a partner, healthy relationships, dealing with rejection and sexual health.

If you are a young person with a disability, sex education can help you learn about communicating interest in a partner and healthy relationships as well as any specific concerns about what you can or cannot do in sexual situations. Talk to a parent, guardian, health care provider or other trusted adult about how you can get the sex education you need.

FAQs

It can definitely be confusing to know when you can and can't kiss someone you like. The only way to know for sure if you can kiss your partner or engage in other sexual behaviors with them is to ask them each and every time. This is called getting their consent. It is very common to think that your partner may be into kissing or another sexual behavior by the way they are acting, but just because someone is acting a certain way, it doesn't necessarily mean they want to engage in a behavior.

Even though rejection can be hurtful, it's important to remember that there is nothing wrong with you. So, don't think that you need to change any aspect of your looks, personality or values. You are perfect just the way you are!

It's not right that this happened to you, and it is not your fault. No one should touch you, or force you to touch them, in a way that is not okay, whether you know this person or not or if this person is an adult or older kid or even someone your age. Don't keep this a secret. Find someone you trust, like a parent, family member, teacher, coach, a friend's parent or neighbor, and tell them what happened. There are people out there who can help. By law, most adult professionals (like teachers, coaches and doctors) are required to report this information to the police, so they can help to protect you and try to prevent the crime from happening again. You may be worried about getting the person who touched you or made you touch them in trouble, but remember that you have done nothing wrong and deserve to be safe. The best way to prevent this from happening again or to someone else is to talk to a trusted adult. You could talk face to face or on the phone. You could also send a text, email or letter. You could even make a drawing, if that's easier. The important thing is to tell someone. Keep telling until you get help.

All people are sexual beings, regardless of their abilities and what type of support they may need from time to time or all of the time. It's important for young people living with disabilities to learn about sexuality. Parents and guardians may try to protect young people with a disability from injury or harm by keeping information about sexuality from them or shielding them from dating or being in romantic or sexual relationships. Parent's and guardian's fears are not unfounded as young people living with disabilities are at greater risk of sexual abuse, assault and exploitation. ( People with intellectual disabilities are seven times more likely to experience sexual assault than people without disabilities.) But parents and guardians do young people living with disabilities a disservice when they don't educate them about privacy, what is appropriate, setting boundaries, healthy relationships, sexual assault, consent and how to be safe. Educating young people with disabilities about healthy sexuality supports them in establishing safe, healthy and developmentally appropriate relationships; identifying sexual assault; and communicating if someone has crossed a boundary with them.

Young people with disabilities have the same hormones and sexual needs and desires as other people, and they can have different sexual orientations (heterosexual, bisexual, gay, etc.) and gender identities (transgender, cisgender, gender nonconforming, etc.). Young people living with disabilities want the same thing everyone else wants in a relationship-respect, consent, communication and fun, which is why people regardless of their abilities need to learn about expressing romantic interest in a partner, healthy relationships, dealing with rejection and sexual health.
CONVERSATION STARTERS
If you have a child with a disability, it's essential that you have conversations about topics like puberty, relationships and boundaries, so your child knows that they can come to you with questions. The easiest way to start these conversations is to talk about issues as they come up in everyday life, like while watching TV together.

Below are some ways to start these conversations:

When your child mentions friends or classmates that have romantic partners

Have dinner together and talk about what is going on in your tween's life. When they mention friends or classmates that have romantic partners, you can then use this time to talk about healthy relationship qualities and behaviors and what they would expect or want in a relationship.

Bring up the topic of sexual assault while watching or listening to the news

When a news stories about sexual assault comes on, ask your child if they have heard about this topic before and how it made them feel. You can then reinforce with your child that no one should touch them in a way that makes them uncomfortable and they should not touch other people in a way that would make them uncomfortable. Remind your child that they can come to you if they have questions about this or if something happens that makes them feel uncomfortable.

Ask your child if you can hug or kiss them

When you want to hug or kiss your child, getting your child's permission first is a great way to demonstrate consent. If this is not something you have done in the past, you can explain why you are asking for their consent and begin the discussion about why it is important to gain consent-especially in sexual situations.

All people are sexual beings, regardless of their abilities and what type of support they may need from time to time or all of the time. It's important for young people with disabilities to learn about sexuality. Parents and guardians may try to protect disabled young people from injury or harm by keeping information about sexuality from them or shielding them from dating or being in romantic or sexual relationships. Parent's and guardian's fears are not unfounded as young people living with disabilities are at greater risk of sexual abuse, assault and exploitation. ( People with intellectual disabilities are seven times more likely to experience sexual assault than people without disabilities.) But we do young people living with disabilities a disservice when we don't educate them about privacy, what is appropriate, setting boundaries, healthy relationships, sexual assault, consent and how to be safe. Educating young people with disabilities about healthy sexuality helps them establish safe, healthy and developmentally appropriate relationships; identify sexual assault; and communicate if someone has crossed a boundary with them.

Young people with disabilities have the same hormones and sexual needs and desires as other people, and they can have different sexual orientations (heterosexual, bisexual, gay, etc.) and gender identities (transgender, cisgender, gender nonconforming, etc.). Young people living with disabilities want the same thing everyone else wants in a relationship-respect, consent, communication and fun, which is why people regardless of their abilities need to learn about expressing romantic interest in a partner, healthy relationships, dealing with rejection and sexual health.

National Sex Education Standards

Demonstrate ways to treat all people with dignity and respect (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration)

View all IV.2.IC.1 Videos

Identify factors (e.g., body image, self-esteem, alcohol and other substances) that can affect the ability to give or perceive consent to sexual activity

View all CHR.8.INF.3 Videos

Discussion Questions

After watching the video with your class, process it using the following discussion questions:

What are some things that all people want in a relationship regardless of their ability?

What are some challenges a person with a disability may be more likely to face?

What are some ways a person with a disability could overcome those challenges?

Why would it be important for people-regardless of their ability-to learn about sex and sexual health?

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Puberty: Disability and Sexuality - amaze

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Worrying about body image is a natural part of growing up, but no matter what your shape or size is, you're beautiful!

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For Health, there are feelings in the file and rules.

The PE Visuals from this file are also great! Yes, it does cost money but there are sooooo many PE relevant pictures in the file.

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{"id":652058624063,"title":"PE Visual Supports and Schedules","handle":"pe-visual-supports-and-schedules","description":"
These PE visual supports will help your special education students succeed in physical education! Add schedules, visuals, rules and communication supports to gym activities with this resource.

PE can be challenging for students with autism. The sensory experience and gross motor requirements can lead to anxiety and frustration. Setting expectations and providing communication supports can help you reduce some of these challenges.

PE can be an opportunity for inclusion but we must take extra steps to make sure our special education students are successful. Simply putting them with their peers can be a recipe for disaster!

Two of the easiest ways to increase the likelihood of success is to provide structure with schedules and offer choices using visuals.
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Savings Alert!
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This is part of a larger bundle. Check it out here and get all of my visual supports at a discount!
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Contents

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112 schedule and choice icons with stretches, warm ups, activities, sports, actions, equipment and yoga moves
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"I want" communication strips
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Communication visual with requests
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Station match points and schedule icons
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Green/Red schedule
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First/Next/Last and First/Next/Then/Last schedules
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Mini rules visuals for student desks
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Full page rules visuals
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Includes instructions to set up and use each support.
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VIEW PREVIEW
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⭐ Teachers like you love this resource ⭐
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This resource simplified the physical education part of the day for my student with Autism. It is a time of day that I am not even the teacher for but one of the kiddos was struggling and these visuals are really helpful. Expectations are made clear from the start of class using these visuals.
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I used this with my Spec Ed. Autism class. My students, with varying ability levels were able to follow this, and enjoyed it. I was able to customize a plan for each individual child that both challenged them and met their needs. It was perfect and became a staple for us 3 times per week.
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This resource helped my students significantly this year as they were finally able to be successful in Physed as they had the right visuals to support their learning. This helped with integration as well! A must-have resource for Physed teachers and ASD teachers.
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Please note: This is a digital download. You will download, print, and prep as needed. No physical items will be sent to you.
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These PE visual supports will help your special education students succeed in physical education! Add schedules, visuals, rules and communication supports to gym activities with this resource.

PE can be challenging for students with autism. The sensory experience and gross motor requirements can lead to anxiety and frustration. Setting expectations and providing communication supports can help you reduce some of these challenges.

PE can be an opportunity for inclusion but we must take extra steps to make sure our special education students are successful. Simply putting them with their peers can be a recipe for disaster!

Two of the easiest ways to increase the likelihood of success is to provide structure with schedules and offer choices using visuals.
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Savings Alert!
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This is part of a larger bundle. Check it out here and get all of my visual supports at a discount!
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Contents

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112 schedule and choice icons with stretches, warm ups, activities, sports, actions, equipment and yoga moves
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"I want" communication strips
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Communication visual with requests
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Station match points and schedule icons
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Green/Red schedule
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First/Next/Last and First/Next/Then/Last schedules
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Mini rules visuals for student desks
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Full page rules visuals
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Includes instructions to set up and use each support.
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VIEW PREVIEW
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⭐ Teachers like you love this resource ⭐
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This resource simplified the physical education part of the day for my student with Autism. It is a time of day that I am not even the teacher for but one of the kiddos was struggling and these visuals are really helpful. Expectations are made clear from the start of class using these visuals.
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I used this with my Spec Ed. Autism class. My students, with varying ability levels were able to follow this, and enjoyed it. I was able to customize a plan for each individual child that both challenged them and met their needs. It was perfect and became a staple for us 3 times per week.
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This resource helped my students significantly this year as they were finally able to be successful in Physed as they had the right visuals to support their learning. This helped with integration as well! A must-have resource for Physed teachers and ASD teachers.
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Please note: This is a digital download. You will download, print, and prep as needed. No physical items will be sent to you.
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These PE visual supports will help your special education students succeed in physical education! Add schedules, visuals, rules and communication supports to gym activities with this resource. PE can be challenging for students with autism. The sensory experience and gross motor requirements can lead to anxiety and frus

# data[].attributes.body
I use Seesaw for my K-2 students (both self-contained Autistic and GenEd). There are alot of lessons that you can copy and edit for your own uses. What I like: Students can sort and use the camera and mark up the "worksheets" that you have provided for them.

I attached one of my nutrition lessons for reference.

# data[].attributes.attachment_link.description
1. Tap :add:
2. Sort the fruits and vegetables to create a rainbow.
4. Use the :mic: or :label: to tell me what fruits or vegetables that you would eat to “Eat the Rainbow”