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Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this practical text enables the reader to identify highly able pupils with special needs, such as ADHD, dyspraxia, dyslexia and Downs Syndrome, and then make provision for them within the mainstream school. The book offers three emerging themes: creating a positive, constructive and supportive learning environment; offering a cognitively challenging curriculum; and engaging the learners in partnership to understand and manage their learning support. Whilst aimed mainly at teachers and students at both primary and secondary levels, this book should also be of interest to educators, researchers and educational psychologists.

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Gifted and Talented Children with Special Educational Needs: Double Exceptionality (Nace/Fulton Publication)

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Gifted and Talented Children with Special Educational Needs: Double Exceptionality (Nace/Fulton Publication) [Montgomery, Diane] on Amazon.com. *FREE* shipping on qualifying offers. Gifted and Talented Children with Special Educational Needs: Double Exceptionality (Nace/Fulton Publication)

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Perfect As You Are is a heartwarming story about two brothers who go on an adventure and meet six new friends along the way. Each new friend has a different disability. This book introduces kids to the world of disabilities, which opens up the door to talk to your children about how we are all made different but perfect in God’s image. It teaches kids about acceptance, empathy, inclusion, and compassion for children with Blindness, Down Syndrome, Spina Bifida, Deafness, Muscular Dystrophy, and Autism.

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Looking for the perfect book to add to your library? Perfect As You Are is a heartwarming story about two brothers who go on an adventure and meet six new friends along the way. Each new friend has a different disability. This book introduces kids to the world of disabilities, which opens up the door to talk to your children about how we are all made different but perfect in God's image. It teaches kids about acceptance, empathy, inclusion, and compassion for children with Blindness, Down Syndrome, Spina Bifida, Deafness, Muscular Dystrophy, and Autism.

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Perfect As You Are: Understanding & Accepting Children with Disabilities

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Looking for the perfect book to add to your library? Perfect As You Are is a heartwarming story about two brothers who go on an adventure and meet six new friends along the way. Each new friend has a different disability. This book introduces kids to the world of disabilities, which opens up the ...

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Focused on social justice and school reform, this second edition provides the foundation to shift from costly special learning programs for a few to inclusive services for all.

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Colleen A. Capper (Author), Elise M. Frattura (Author)

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Meeting the Needs of Students of ALL Abilities: How Leaders Go Beyond Inclusion

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Meeting the Needs of Students of ALL Abilities: How Leaders Go Beyond Inclusion [Capper, Colleen A., Frattura, Elise M.] on Amazon.com. *FREE* shipping on qualifying offers. Meeting the Needs of Students of ALL Abilities: How Leaders Go Beyond Inclusion

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dentifying Special Needs provides expert guidance to recognising and categorising the specific characteristics of a range of special needs. Drawing on her experience as an educational psychologist and special education teacher, Glynis Hannell provides easy-to-use checklists to help teachers quickly and accurately gather information to determine whether individual students need specialised attention and services, and guidelines on how to provide this help.

This unique book offers diagnostic criteria and supporting notes for a wide range of special educational needs, including autism spectrum disorders, communication disorders, social and emotional issues, cognitive disabilities and specific learning disorders. Relevant to both primary and secondary school students, all checklists can be photocopied for ease of use and downloaded from the companion website. This fully revised third edition includes additional information on guiding conversations with parents, children and colleagues, as well as advice to parents on how to select outside professionals.

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Identifying Special Needs provides expert guidance to recognising and categorising the specific characteristics of a range of special needs. Drawing on her experience as an educational psychologist and special education teacher, Glynis Hannell provides easy-to-use checklists to help teachers quickly and accurately gather information to determine whether individual students need specialised attention and services, and guidelines on how to provide this help.

This unique book offers diagnostic criteria and supporting notes for a wide range of special educational needs, including autism spectrum disorders, communication disorders, social and emotional issues, cognitive disabilities and specific learning disorders. Relevant to both primary and secondary school students, all checklists can be photocopied for ease of use and downloaded from the companion website. This fully revised third edition includes additional information on guiding conversations with parents, children and colleagues, as well as advice to parents on how to select outside professionals.

The practical checklists and resources help teachers and educational professionals to:

Identify and understand special needs

Profile individual differences

Work together with colleagues and parents

Based on internationally accepted diagnostic criteria, and relevant for educational professionals worldwide, this is an essential book for teachers, psychologists and other specialists to ensure that the children and adolescents in their care receive the support they need to succeed.

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Identifying Special Needs: Diagnostic Checklists for Profiling Individual Differences

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Buy Identifying Special Needs: Diagnostic Checklists for Profiling Individual Differences: Read Books Reviews - Amazon.com

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One of the biggest challenges in the classroom is trying to teach when students act in unexpected and annoying ways. Based on the psychology of how children and people act, this book offers practical strategies for understanding why your students are behaving in the way they are, and how to react in a way that restores peace and harmony in the classroom. With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, this book will be every stressed teacher's best friend.

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Disruptive, Stubborn, Out of Control? [Elven, Bo Hejlskov] on Amazon.com. *FREE* shipping on qualifying offers. Disruptive, Stubborn, Out of Control?

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In Different Abilities, beginning readers will learn to celebrate diversity by appreciating the variety of abilities people have. Vibrant, full-color photos and carefully leveled text engage young readers as they draw inferences about how diversity makes our society stronger and more interesting.

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Amazon.com: Different Abilities (Bullfrog Books: Celebrating Differences): 9781620317204: Rebecca Pettiford: Books

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introduce your child to the magic of reading with Katie Can: A Story About Special Needs. This 24-page book features colorful illustrations and short, simple language to practice early reading comprehension skills.

Katie has Down Syndrome, but that's not what makes her so special. Find out what makes Katie so unique!

More than just an engaging book about different abilities, differences, and acceptance, this kids book also includes a vocabulary list, reading tips and activities, as well as comprehension questions.

This early reading book engages kindergarteners―2nd graders with leveled text, vocabulary, colorful illustrations, and important, high-interest topics like diversity and unique abilities to promote essential early reading skills.

Since 1980, Rourke Publishing Company has specialized in publishing engaging and diverse non-fiction and fiction books for children in a wide range of subjects that support reading success on a level that has no limits.

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Book Features:
* 24 pages, 8 inches x 8 inches
* Ages 5-8, Grades K-2 leveled readers
* Simple, easy-to-read pages with vibrant illustrations
* Features vocabulary and pre- and post-reading comprehension activities
* Includes reading and comprehension questions

The Magic of Reading: Introduce your child to the magic of reading with Katie Can: A Story About Special Needs. This 24-page book features colorful illustrations and short, simple language to practice early reading comprehension skills.

Hands-On Reading Adventure: Katie has Down Syndrome, but that's not what makes her so special. Find out what makes Katie so unique!

Features: More than just an engaging book about different abilities, differences, and acceptance, this kids book also includes a vocabulary list, reading tips and activities, as well as comprehension questions.

Leveled Books: This early reading book engages kindergarteners―2nd graders with leveled text, vocabulary, colorful illustrations, and important, high-interest topics like diversity and unique abilities to promote essential early reading skills.

Why Rourke Educational Media: Since 1980, Rourke Publishing Company has specialized in publishing engaging and diverse non-fiction and fiction books for children in a wide range of subjects that support reading success on a level that has no limits.

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Rourke Educational Media Katie Can: A Story About Special Needs―Children's Book About Down Syndrome and Different Abilities, K-2 (24 pgs) Reader (Changes and Challenges In My Life)

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Amazon.com: Rourke Educational Media Katie Can: A Story About Special Needs―Children's Book About Down Syndrome and Different Abilities, K-2 (24 pgs) Reader (Changes and Challenges In My Life): 9781641566247: Palmer, Joseph: Books

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Every child is unique! Whether they are big or small, short or tall, like to swim, dance, sing, or bike. Perhaps they have a special need, or are from a different ethnic background. Maybe they wear glasses, or talk differently. The truth is that all children are different, and their individuality should be celebrated, not shunned. And this inspiring rhyming book, based on the picture book, does just that. The fun and engaging way in which this audiobook has been narrated is sure to grab and hold the attention of young children.

As the stories highlight the ways kids are different from one another, it helps children to accept themselves and others as the beautifully unique individuals that they are. It's OK to Be Different encourages kids to be kind and befriend those who are different from themselves, showing young children that they don't have to look alike or enjoy doing the same activities to be kind to one another.

Listeners will come away with the message: You should always be kind to those who are different from you. Because to them, you are different, too.

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It’s OK to Be Different: A Children’s Book About Diversity and Kindness

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Amazon.com: It’s OK to Be Different: A Children’s Book About Diversity and Kindness (Audible Audio Edition): Sharon Purtill, Aimee Thibert, Dunhill Clare Publishing: Books

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For Bixby Alexander Tam (nicknamed Bat), life tends to be full of surprises—some of them good, some not so good. Today, though, is a good-surprise day. Bat’s mom, a veterinarian, has brought home a baby skunk, which she needs to take care of until she can hand him over to a wild-animal shelter.

But the minute Bat meets the kit, he knows they belong together. And he’s got one month to show his mom that a baby skunk might just make a pretty terrific pet.

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The first book in a funny, heartfelt, and irresistible young middle grade series starring an unforgettable young boy on the autism spectrum, from acclaimed author Elana K. Arnold and with illustrations by Charles Santoso.

For Bixby Alexander Tam (nicknamed Bat), life tends to be full of surprises-some of them good, some not so good. Today, though, is a good-surprise day. Bat's mom, a veterinarian, has brought home a baby skunk, which she needs to take care of until she can hand him over to a wild-animal shelter.

But the minute Bat meets the kit, he knows they belong together. And he's got one month to show his mom that a baby skunk might just make a pretty terrific pet.

"This sweet and thoughtful novel chronicles Bat's experiences and challenges at school with friends and teachers and at home with his sister and divorced parents. Approachable for younger or reluctant readers while still delivering a powerful and thoughtful story" (from the review by Brightly.com, which named A Boy Called Bat a best book of 2017).

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Amazon.com: A Boy Called Bat (Audible Audio Edition): Elana K. Arnold, Patrick Lawlor, HarperAudio: Books

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When some of the brushes don't cooperate, is it because they are misbehaving...or is there another reason entirely? In this story, young readers are introduced to some of the behavioral differences in their autistic peers.

Without ever mentioning any particular challenge or disability by name, this story helps children recognize and understand what autism is, and impress upon them the importance of showing kindness to those who are different, wrapped into a fun story with lighthearted, engaging characters.

They worked through the day, then stopped and admired,
the wisdom their now-painted canvas inspired:
their painting was perfect, It all meshed just fine,
with it's colorful circles, and angry green line.
It was a true masterpiece, not one thing was wrong,
including the hum of their single-note song.

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When some of the brushes don't cooperate, is it because they are misbehaving...or is there another reason entirely? In this story, young readers are introduced to some of the behavioral differences in their autistic peers.

Without ever mentioning any particular challenge or disability by name, this story helps children recognize and understand what autism is, and impress upon them the importance of showing kindness to those who are different, wrapped into a fun story with lighthearted, engaging characters.

They worked through the day, then stopped and admired,
the wisdom their now-painted canvas inspired:
their painting was perfect, It all meshed just fine,
with it's colorful circles, and angry green line.
It was a true masterpiece, not one thing was wrong,
including the hum of their single-note song.

Written in verse, "The Masterpiece" combines the lyrical rhythm of Dr. Seuss, with the playfulness of Mo Willems, in a bright, colorful fantasy world where all people, regardless of their differences, prove to be an important part of the community canvas.

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Amazon.com: The Masterpiece (One Big Canvas): 9780578496382: Miletsky, Jay, Peres, Luis: Books

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Trusted for four decades by university faculty and relied on by thousands of professionals from diverse fields, Children with Disabilities is the gold-standard text on working effectively with children and families. Now this authoritative resource is in its eighth edition, enhanced with new chapters on critical topics, the latest evidence-based practices, updated instructor materials, and guidance on working with a wide range of professionals to address every aspect of child health and well-being.

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Mark L. Batshaw, M.D., is currently the "Fight for Children" Chair of Academic Medicine and Chief Academic Officer at the Children's National Medical Center (CNMC) in Washington, D.C., and serves as Professor and Chairman of Pediatrics and Associate Dean for Academic Affairs at The George Washington University School of Medicine and Health Sciences in Washington, D.C. Dr. Batshaw is also Director of the Children's Research Institute at CNMC. Dr. Batshaw is a board-certified neurodevelopmental pediatrician who has treated children with developmental disabilities for more than 25 years. Before moving to Washington in 1998, he was Physician-in-Chief of Children's Seashore House, the child development and rehabilitation institute of The Children's Hospital of Philadelphia, and held the W.T. Grant Chair in Child Development at the University of Pennsylvania School of Medicine. Dr. Batshaw is a graduate of the University of Pennsylvania and of the University of Chicago Pritzker School of Medicine. Following pediatric residency in his native Canada at the Hospital for Sick Children in Toronto, he completed a fellowship in developmental pediatrics at the Kennedy Institute (now called the Kennedy Krieger Institute) and The Johns Hopkins Medical Institutions in Baltimore. (co-edited with Kurtz, Dowrick, & Levy; Aspen Publishers, 1996). Dr. Batshaw is a Fellow of the American Academy of Pediatrics and is a member of the American Pediatric Society, the Society for Inherited Metabolic Disorders, the Society for Pediatric Research, and the Society for Developmental Pediatrics. Dr. Batshaw's investment in the well-being of children was first sparked by his parents, both of whom were social workers; his father was involved in modernizing the juvenile justice system in Quebec. Dr. Batshaw's wife, Karen, is a social worker in the field of international adoptions. His children also continue this legacy of making a difference: His daughter, Elissa, is a special education teacher and co-authored the chapter on special education in this edition of Children with Disabilities; his son Michael is a social worker; and his younger son, Drew, has overcome the challenges of attention-deficit/hyperactivity disorder to graduate from Vassar College and enter business school. is the Chief of the Division of Developmental-Behavioral Pediatrics and Psychology at University Hospital of Cleveland's Rainbow Babies and Children's Hospital in Cleveland. She is certified in neurodevelopmental disabilities and developmental-behavioral pediatrics.

He remained a professor at Johns Hopkins for 13 years and won the prestigious Alexander Schaffer teaching award while there. A Joseph P. Kennedy, Jr., Scholar and recipient of major grants from the March of Dimes Birth Defects Foundation and the National Institutes of Health (NIH), Dr. Batshaw is director of the NIH-funded Mental Retardation and Developmental Disabilities Research Center at CNMC and continues to pursue his research on innovative treatments for inborn errors of metabolism, including gene therapy. Dr. Batshaw has published more than 130 articles, chapters, and reviews on his research interests and on the medical aspects of the care of children with disabilities. Dr. Batshaw was the founding editor in chief (1995 - 2001) of the journal Mental Retardation and Developmental Disabilities Research Reviews . He is also the editor of When Your Child Has a Disability: The Complete Sourcebook of Daily and Medical Care, Revised Edition (Paul H. Brookes Publishing Co., 2001), and Handbook of Developmental Disabilities Nancy J. Roizen, M.D.,

Dr. Roizen received her B.S. and M.D. degrees from Tufts University. After completing an internship in pediatrics at Massachusetts General Hospital, she did a residency in pediatrics at The Johnâ€™s Hopkins Hospital. Her fellowships were in neurodevelopmental disabilities at the Kennedy Krieger Institute and in developmental and behavioral pediatrics at University of California, San Francisco. She was then a staff physician at the Child Development Center at Oakland Childrenâ€™s Hospital for 8 years followed by 16 years as Chief of the Section of Developmental Pediatrics at University of Chicago. Next, at SUNY Upstate Medical University, she was the Vice-Chair for Education for the Department of Pediatrics and Chief of the Division of Neurosciences for 4 years. Next stop was the Cleveland Clinic where she was the Chief of the Department of Developmental Pediatrics, and Physiatry for 2 years. Dr. Roizen has published 125 articles, books, reviews, and chapters on research and the clinical aspects of children with developmental disabilities including those with Down syndrome, toxoplasmosis, and velocardiofacial syndrome.

Louis Pellegrino, M.D., is a pediatrician who completed subspecialty training in Neurodevelopmental Pediatrics at the University of Rochester, New York. Following his fellowship training, he joined the faculty at the University of Pennsylvania School of Medicine as an assistant professor and was Medical Director of the Cerebral Palsy Program at The Children's Hospital of Philadelphia and Children's Seashore House. He is now Assistant Professor of Clinical Pediatrics at the University of Medicine and Dentistry of New Jersey, Robert Wood Johnson Medical School. He has written extensively on the subject of cerebral palsy and maintains cerebral palsy as a primary focus in his clinical, teaching, and academic pursuits, working in a variety of medical and educational settings in collaboration with many different professionals who devote themselves to the care of children with developmental disabilities. Dr. Pellegrino is board-certified in pediatrics and is a fellow of the American Academy of Pediatrics. He is a member of the American Academy of Pediatrics, the American Academy of Cerebral Palsy and Developmental Medicine, and the Society for Developmental Pediatrics. He lives in Hillsborough, New Jersey with his wife, Joan, and daughter, Elizabeth.

Virginia W. Berninger, Ph.D., Dr. Berninger received her Ph.D. in psychology at Johns Hopkins University and has had a career informed both by translation science (bridging basic research and application to practice) and interdisciplinary contributions to assessment, diagnosis, and treatment, including instruction. As a professor at the University of Washington, Dr. Berninger has been the principal investigator of research grants on typical and disabled language learning funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development and also the co-investigator of a research grant on math development and instruction funded by the U.S. Department of Education. This interdisciplinary research has been informed by Dr. Berninger's prior teaching experience (in urban, suburban, and rural settings in general and special education and at the elementary and secondary levels); training in clinical psychology and experience as a licensed psychologist (in assessment of developmental and learning disabilities); and ongoing consultation with schools, teachers, and parents for more than 30 years. Her current efforts focus on evidence-based, treatment-relevant differential diagnosis of specific learning disabilities and professional development for teachers and other professionals in schools and outside schools who influence school practices. Laura Gutermuth Anthony, Ph.D. , is a psychologist and a Professor in the Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine, and Children's Hospital of Colorado. Dr. Anthony completed a dual degree doctoral program in clinical and developmental psychology at the University of Illinois, Chicago, in 1997. She has focused most of her research and clinical work on children with neurodevelopmental disabilities and authored o coauthored more than 75 publications. She has also received or participated in 32 externally funded research grants. She has specialized training and research experience using Community Based Participatory Research (CBPR) methods and partnerships to develop interventions, contextualize and disseminate results and implement findings in the community. In 2021, she was appointed the inaugural Director of Research for Child and Adolescent Mental Health at the University of Colorado. directs both the clinical and educational aspects of developmental pediatrics at Hope Children's Hospital, a major teaching affiliate of the University of Illinois College of Medicine, Department of Pediatrics. He completed his fellowship training in developmental disabilities at the University of Kansas Medical School and did postfellowship work for 3 years with Drs. Al Healy, Mark Wolraich, and James Blackman at the University of Iowa. Since then, Dr. Desch has served on the faculties of the University of Missouri and University of Wisconsin medical schools. He is a clinical associate professor at the University of Illinois-Chicago College of Medicine. Over the years, Dr. Desch has also assisted various state agencies that deal with children with a wide spectrum of disabilities and has served on a number of advisory boards and committees for children with disabilities of state chapters of the American Academy of Pediatrics (AAP) (including as a past chair of the committee in Missouri). He is also active in a number of national academic and professional organizations, including the AAP (the Section on Developmental and Behavioral Pediatrics and the Section on Children with Disabilities), the Society for Developmental Pediatrics, the Ambulatory Pediatrics Association, and the Midwest Society for Pediatric Research. Within the American Academy for Cerebral Palsy and Developmental Medicine, Dr. Desch serves as chair of the Continuing Education Committee. is Professor of Neurology, Pediatrics, and Psychiatry at the George Washington University School of Medicine, Associate Chief of the Neuropsychology Division and Director of the Center for Autism Spectrum Disorders at Children's National Health System. Dr. Kenworthy received her bachelor of arts degree from Yale University and her doctoral degree from the University of Maryland. Her research interests are in describing, supporting and treating neuropsychological phenotypes in autism. She is the author of more than 85 peer-reviewed publications, three treatment manuals, and a coauthor of the Behavior Rating Inventory of Executive Function. She has participated in more than 25 funded research projects related to executive function, treatment evaluation and child development. , is an Assistant Professor of Psychiatry, Behavioral Sciences, and Pediatrics at the George Washington University Medical School, and clinical psychologist at the Center for Autism Spectrum Disorders at Children's National Hospital. Dr. Pugliese received her bachelor of arts degree from the University of Richmond and her doctoral degree from Virginia Polytechnic Institute and State University. Dr. Pugliese specializes in the assessment and treatment of children and adolescents with autism spectrum disorders (ASD), with an emphasis on transition to adulthood. Her research interests include the development, evaluation, implementation, and dissemination of evidence-based interventions into community settings to reduce disparities in access to care and improve quality of life for autistic individuals. In this context, she values community-based participatory research methods and stakeholder partnerships to ensure that interventions are relevant, strengths-based, and engaging. Dr. Pugliese has authored or co-authored more than 20 publications and received or participated in 10 externally funded research grants.

Larry W. Desch, M.D., FAAP,

Lauren Kenworthy, Ph.D.,

Barbara L. Ekelman, Ph.D., CCC-SLP is a speech-language pathologist and learning specialist in private practice, adjunct associate professor in the Department of Psychological Sciences and clinical associate professor in the Department of Pediatrics, School of Medicine, Case Western Reserve University (CWRU). She established the school-aged language and literacy course at CWRU and continues to teach this graduate-level class. Dr. Ekelman has 30+ years of clinical and research experience in childhood, adolescent, and adult language and learning disorders. She has designed research, presented papers, and published articles in the areas of language-learning disabilities, childhood stroke, attention deficit hyperactivity disorder (ADHD), autism (hyperlexia), dyslexia, and developmental apraxia. Since 1993, she has developed and administered kindergarten screenings. Her screenings identify language and learning profiles that help guide classroom instruction and support early intervention. She serves on the advisory board for the Early Intervention Related Services Training Program at CWRU, which is funded by the Department of Education.

Cara E. Pugliese, Ph.D.

Bruce K. Shapiro, M.D., is Professor of Pediatrics, The Johns Hopkins University School of Medicine, The Arnold J. Capute, M.D., M.P.H. Chair in Neurodevelopmental Disabilities, and Vice President of Training, The Kennedy Krieger Institute, Baltimore, Maryland.

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Children with Disabilities: 9781681253206: Medicine & Health Science Books @ Amazon.com

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Through personalized and evidence-based programs, we provide tools, resources, and community, so individuals with learning disabilities can thrive, families can be supported, and those who work with individuals with LD can be well-informed.

Our team of highly trained specialists, educators, and therapists are passionate about supporting individuals with learning disabilities. We stay abreast of the latest research and best practices to ensure we offer the highest quality of programs and resources.

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A Q&A with Gregg French, special education teacher at Bullard Havens Technical High School and president of LDA Connecticut

Accommodations and Strategies
What are some accommodations and teaching strategies that can be used in a general education classroom to help students with learning disabilities?
I spent a lot of my teaching career focusing on differentiation of instruction, and how beneficial that is to not only students with IEPs and 504s, but students who are below grade level or at risk, and for students that are primarily non-English language speakers. So differentiating instruction is beneficial for many different types of students that we encounter in our classrooms.
What is differentiation of instruction? Differentiation of instruction is a teaching model that looks at explicitly teaching content in different ways. One of the strategies that I find very much used in my school is the gradual release of responsibility. I see a lot of teachers modeling new concepts and skills, and then teachers provide guided practice where students, once a teacher feels that they've modeled enough, have the students walk the teacher through how to complete a task, or do an assignment. And then based on the guided practice and working together, talking it out, the teacher can get a sense of, 'okay, I feel that this group of students can do it independently, go for it. Maybe this group of students need to be a little bit more supported with more guided practice or with modeling.'
I've seen teachers do rotating stations where there's a specific task at each station for an allotted time. And it might have a vocabulary visual station, a hands-on station, and a conference with the teacher, so you're kind of using a wide variety of different approaches to delivery of instruction, teaching and learning.

A lot of teachers I know use project-based learning, and giving students a choice on how they want to create a project is great.

Use students' strengths to demonstrate and apply a specific skill. I've seen teachers who use a lot of assistive technology, speech to text, and audio books. I've worked with students in looking at different software to create projects, virtually and digitally. I think COVID virtual learning allowed teachers to experiment with more digital programs and software that can be beneficial to students with LD or without a disability.

A lot of those accommodations that we look for in implementing the IEP can be beneficial for students who are not receiving special education services. Being a visual learner is something that I think each person enjoys, so using graphic organizers to break down large reading or writing assignments can be helpful for a student who's learning English for the first time, or students that just need that visual support.

Highlighting vocabulary terms and pre-teaching content specific vocabulary can be beneficial to many diverse learners, not just specifically students with learning disabilities.

I make the point to tell teachers that an accommodation you might see in an IEP can become a class-wide accommodation if you feel it benefits all of your students, because I think that's just part of good teaching.

Partnering with Special Education Teachers
How can general education teachers and special education teachers partner to benefit students with LD?
I really think that one of the most crucial pieces to supporting any student with a disability is the collaboration between the special education teacher and the general education teacher, because there may be a point where co-teaching needs to be embedded in the delivery of instruction, and so making sure that teachers have the opportunity to collaborate, and co-plan, co-teach and co-assess, and come up with a model that fits the classroom.

Working on building positive relationships between both teachers is very crucial, that line of communication needs to be consistent and clear. And both need to understand the roles in supporting the student.

It shouldn't be me versus them, it should be us working together to support the needs of the student. And so in the classroom, whenever I push in, I always let the teacher lead the classroom. With the delivery of instruction, I will float around and support all students. And I think that's really key.

Students who have IEPs and a learning disability don't want to be picked out in the crowd and have an adult hovering over them. I see my role in the classroom as supporting all the students, so I build relationships with all the students. I'll spend time working with students that aren't on my caseload, because I know that kids on my caseload are working independently and are perfectly fine.

So the classroom kind of sees me as a co-teacher that's there for everyone. I don't hover over a particular student, and that classroom climate and environment is positive. They see myself and the general education teacher as partners, as a resource to ask for help. I never would turn away a student asking for help.

I think it's also important that the co-teachers use common language and are on the same page of knowing that, 'Yes, I have five or six students in your classroom that have IEPs that are on my caseload that I'm supporting, but I'm also supporting the entire class'

Advocating for Students
If a teacher has a student with LD and they feel like their needs aren't being met, how can they advocate?
I think that goes back to the collaboration piece. When a special education teacher is not present in a classroom with a group of students who have a learning disability, and the general education teacher may be struggling with reaching those students or teaching a specific lesson, that's where collaboration and communication need to come into play.

Having that open line of communication, where the general education teacher is comfortable to say, 'Hey, I did this lesson today, it didn't work out for the students, what can I do differently next time?' Or, 'Can you come in and maybe I'll reteach those students and you work with the other group of students and then we'll kind of do a split classroom.'

No teacher should feel that their hands are tied. And again, I think that goes to building positive relationships, communication, collaboration, and making sure that the special education teacher is also there to support the teacher. Because ultimately, the general education teacher spends the most time with their students.

Advice for General Education Teachers
Do you have any other advice for general education teachers who have students with learning disabilities in their class?
For teachers that find they have a large group of students primarily with LD, the number one thing is to reflect on your teaching practices. Because oftentimes, a lot of students with LD need things taught in a specific way that's really broken down, through scaffolding or chunking, and usually need a lot of visual supports.

So if you really implement differentiation of instruction, you build strong relationships with those students, you refer to those IEPs, you're an active collaborative member of the IEP team, and have a partnership with the special education teacher, you're pretty much meeting all the needs and requirements of effectively teaching students with a learning disability.

And also understand that a learning disability should not be the focus. We want to focus more on the abilities and the strengths of the students. Oftentimes teachers will say, 'Well, they have a reading disability, I'm never going to catch them up to reading at grade level.' Well, maybe that's not the goal, maybe the goal is to focus on what their strengths are, and using those to teach those areas of difficulty. And so it's flipping the equation, in not so much focusing on the dyslexia, the LD, the ADHD, but focusing on what the student is capable of.

And that's something to speak to on a personal level. I was diagnosed with a reading comprehension disability as well as a math disability in the fourth grade. And I received special education services throughout elementary school, throughout middle school, and up until junior year of high school. And I remember what it was like, being a student who receives services and had a co-teacher in the classroom, and feeling the stigma of having an IEP, having someone follow you and try to help you. And so my other word of advice would be it's okay to let the students be independent, because in the end, special education shouldn't be a life sentence.

And that's something I always try to tell parents too. I don't think it is talked about enough, but special education is there to support the student as much as is needed and appropriately. But if a student does find strategies that are effective and is compensating for those areas of difficulty, and they're doing well academically and socially, students can be exited from special education.

A student with a learning disability will have it their whole life, but can find strategies to really address the difficulties that they're having academically in school, and we shouldn't look at them any differently than any other student. And so I think really understanding where the student is and where they're coming from and building that relationship is crucial.

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How Teachers Can Help Students with Learning Disabilities

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A Q&A with Gregg French, special education teacher at Bullard Havens Technical High School and president of LDA Connecticut What are some accommodations and teaching strategies that can be used in a general education classroom to help students with learning disabilities?

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For years the text of choice for developing excellence as a teacher of K–12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools.

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For years the text of choice for developing excellence as a teacher of K-12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8½" x 11" size.

New to This Edition

Reflects important advances in research and evidence-based practice.

Chapter on collaborating with culturally diverse families, plus a stronger multicultural focus throughout.

Chapter on writing instruction.

Two additional chapters on reading and math, ensuring coverage of both foundational and grade-aligned skills.

Increased attention to students with autism spectrum disorder and to uses of technology.

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Teaching Students with Moderate and Severe Disabilities: Second Edition

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For years the text of choice for developing excellence as a teacher of K-12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress.

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Written by a teacher for teachers, this engaging book provides more than 100 practical strategies for students with learning disabilities, along with guidance on accommodations and assessment.

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Strategies for Teaching Students With... book by Lucy C. Martin

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Buy a cheap copy of Strategies for Teaching Students With... book by Lucy C. Martin. Written by a teacher for teachers, this engaging book provides more than 100 practical strategies for students with learning disabilities, along with guidance on... Free Shipping on all orders over $15.

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People with disabilities are the world’s largest minority, an estimated 15 percent of the global population. But many of us—disabled and nondisabled alike—don’t know how to act, what to say, or how to be an ally to the disability community. What are the appropriate ways to think, talk, and ask about disability? Demystifying Disability is a friendly handbook on the important disability issues you need to know about

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An approachable guide to being a thoughtful, informed ally to disabled people, with actionable steps for what to say and do (and what not to do) and how you can help make the world a more inclusive place ONE OF THE BEST BOOKS OF THE YEAR: NPR, Booklist * "A candid, accessible cheat sheet for anyone who wants to thoughtfully join the conversation . . . Emily makes the intimidating approachable and the complicated clear."-Rebekah Taussig, author of Sitting Pretty: The View from My Ordinary, Resilient, Disabled Body Demystifying Disability is a friendly handbook on the important disability issues you need to know about, including:
Praise for
People with disabilities are the world's largest minority, an estimated 15 percent of the global population. But many of us-disabled and nondisabled alike-don't know how to act, what to say, or how to be an ally to the disability community. What are the appropriate ways to think, talk, and ask about disability? Demystifying Disability Demystifying Disability

* Recognizing and avoiding ableism (discrimination toward disabled people)
* Practicing good disability etiquette
* Ensuring accessibility becomes your standard practice, from everyday communication to planning special events
* Appreciating disability history and identity
* Identifying and speaking up about disability stereotypes in media

"Whether you have a disability, or you are non-disabled,

Authored by celebrated disability rights advocate, speaker, and writer Emily Ladau, this practical, intersectional guide offers all readers a welcoming place to understand disability as part of the human experience.

is a MUST READ. Emily Ladau is a wise spirit who thinks deeply and writes exquisitely." -Judy Heumann, international disability rights advocate and author of Being Heumann

"Emily Ladau has done her homework, and Demystifying Disability is her candid, accessible cheat sheet for anyone who wants to thoughtfully join the conversation. A teacher who makes you forget you're learning, Emily makes the intimidating approachable and the complicated clear. This book is a generous and needed gift." -Rebekah Taussig, author of Sitting Pretty: The View from My Ordinary Resilient Disabled Body

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Demystifying Disability: What to Know, What to Say, and How to Be an Ally

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Demystifying Disability: What to Know, What to Say, and How to Be an Ally [Ladau, Emily] on Amazon.com. *FREE* shipping on qualifying offers. Demystifying Disability: What to Know, What to Say, and How to Be an Ally

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Using text-to-speech tools boosts access and engagement for students with reading disabilities, leading to improved academic outcomes.

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Using text-to-speech tools boosts access and engagement for students with reading disabilities, leading to improved academic outcomes.

I'll never forget the wide-eyed look and broad smile on a fourth-grader's face when I asked him if he was willing to read in a different way. He had a reading disability, and I had just taken him to the school library and told him to choose any chapter books that he was interested in reading, not just the "baby books"-his words-that he could independently decode. His picks were available and downloaded within minutes from Bookshare, an Office of Special Education Programs -funded organization that provides a vast library of free accessible ebooks for students with print disabilities who qualify.

This intersection of choice, self-determination, and technology was powerful-it started an entire new chapter of self-confidence and independence for this student.

Students with reading disabilities can interact with texts in a variety of ways. They can decode, they can listen to an in-person read-aloud, or they can listen to human audio text or digital text, also called text-to-speech (TTS). Using TTS allows for equity and access. If struggling readers are limited to text they can decode, how can they enjoy the richness of written language, participate in class discussions, learn academic content, and develop a love for reading? Text-to-speech opens up new worlds for them.

Research demonstrates that using text-to-speech tools increases engagement and allows students to access grade-level content and material, as well as websites and books of interest. Interaction with curricular content can help students improve their vocabulary, comprehension, reading accuracy, and fluency. Perhaps most importantly, the use of TTS improves students' positive feelings about reading and school.

Assistive Technology Tools and Digital Text Build Capacity

Students and teachers need a variety of tools in their toolboxes. Bookshare delivers with its extensive repository, reading tools, and ability to provide textbooks and honor text requests, giving students vast digital resources for both personal and academic use.

Learning Ally, a fee-based organization that sometimes takes requests, provides books with human audio, which is sometimes preferred for pleasure reading. Human audio text may or may not have simultaneous text highlighting to support tracking and does not have a mechanism to interact directly with text.

Many factors affect tool choice and use. A student reading a novel might use an assistive technology (AT) tool that can highlight and annotate digital text, instead of relying on a phone app that reads a menu or email, for example.

Settings where students learn and work, such as large classrooms, small groups, or the kitchen table, also impact tool choice and use. Staff, family, and student buy-in, as well as access to and ability to use AT tools, remain key factors in effective implementation. Keep in mind that students, environments, tasks, and technology change. Ideally, exploring AT tools and services should be an ongoing, problem-solving process throughout students' academic careers.

To assist students, teachers need to ask, "What is the goal of the activity? And is the student learning to read, or reading to learn?" Remediation and accommodation can coexist, and they can be balanced and beneficial in educational settings. Remediation assists the student in overcoming academic challenges and developing mastery, while accommodations such as AT include alterations of the environment, curriculum format, or equipment that empower an individual with a disability to gain access to content and/or complete assigned tasks. Using AT is not cheating; rather, assistive technology can change the academic trajectory of students with reading and writing challenges.

Teacher, Parent, and Student Teamwork Is Key

It's not enough to know what AT tools can do. We need to teach students how to use the tools, how they can improve their work, how to advocate for tool access, and how to choose the right tool for the task and environment. We need to make time for students to explore the tools in-depth and collect data on how the tools aid engagement and performance.

Furthermore, teachers need support in learning the tools, integrating the tools, and troubleshooting problems in real-time. "Show and tell" alone doesn't cut it-ongoing student and teacher coaching with clear expectations for tool use, understanding of how and when to access support, and outcome measures are key. And when teachers collaborate and communicate across content areas to ensure tools are successfully embedded across the curriculum, students succeed.

Parent education is also critical. Parents need to know when their child will be better served decoding text, reading digital text, or listening to audio text. They need to understand AT use and how to support their children at home and across educational settings so they can meaningfully participate and advocate within educational teams.

In many districts and households, lack of knowledge and limited budgets can negatively impact access to and provision of quality AT services. The individual and societal costs of illiteracy are immense. Bottom line: The literature supports the premise that students with learning differences who use AT transition more successfully to high school, show improved quality of work, gain positive perceptions of themselves as learners, and experience positive post-school outcomes. Such intersection of choice, self-determination, and technology can be powerful. How can we afford not to provide a valuable resource like assistive technology tools?

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Tools for Supporting Students With Reading Disabilities

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Using text-to-speech tools boosts access and engagement for students with reading disabilities, leading to improved academic outcomes.

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At The Superhero Project, we envision a global community of families and artists who collaboratively create joy as we welcome and celebrate the contributions of every child to the world.

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The Superhero Project empowers youth impacted by serious illnesses, disabilities and other complex mental health and medical needs by designing unique characters that represent their courage, creativity, strength and resilience.

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hrough more than 30 projects, PACER provides individual assistance, workshops, publications, and other resources to help families make decisions about education and other services for their child or young adult with disabilities.

PACER’s National Bullying Prevention Center® provides resources designed to benefit all students, including those with disabilities.

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PACER Center - Champions for Children with Disabilities

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PACER Center’s mission is to expand opportunities and enhance the quality of life of children and young adults with disabilities and provide family programs.

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Do2learn provides thousands of free pages with social skills and behavioral regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills. In addition, we offer premier products including View2do, JobTIPS, and books for purchase.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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To effectively teach individuals with intellectual disabilities, it is essential to first have a clear understanding of what intellectual disabilities are and the challenges faced by individuals with these disabilities.

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Understanding Intellectual Disabilities

To effectively teach individuals with intellectual disabilities, it is essential to first have a clear understanding of what intellectual disabilities are and the challenges faced by individuals with these disabilities.

What Are Intellectual Disabilities?

Intellectual disabilities, also known as intellectual developmental disorders, refer to a group of conditions characterized by limitations in intellectual functioning and adaptive behavior. These limitations typically manifest during childhood and impact an individual's ability to learn, think, and problem-solve. Intellectual disabilities vary in severity and can range from mild to profound.

The American Association on Intellectual and Developmental Disabilities (AAIDD) defines intellectual disabilities as having three key criteria:

1. Intellectual functioning: Individuals with intellectual disabilities have below-average intellectual abilities, typically measured by intelligence quotient (IQ) tests. The cutoff for intellectual disability is usually an IQ score below 70-75.

2. Adaptive behavior: Individuals with intellectual disabilities may face challenges in adaptive behavior, which includes skills necessary for daily living and functioning independently. This can include skills related to communication, self-care, socialization, and academic or vocational skills.

3. Onset during developmental period: Intellectual disabilities typically manifest before the age of 18, impacting an individual's development during childhood and adolescence.

Challenges Faced by Individuals with Intellectual Disabilities

1. Learning difficulties: Individuals with intellectual disabilities may experience difficulties in acquiring and retaining information, which can affect their academic progress. They may require additional support and specialized teaching strategies to facilitate their learning.

2. Communication impairments: Many individuals with intellectual disabilities face challenges in expressive and receptive communication. Difficulties in verbal communication may require the use of alternative communication methods, such as sign language or augmentative and alternative communication (AAC) devices.

3. Social interactions: Building and maintaining social relationships can be challenging for individuals with intellectual disabilities. They may face difficulties understanding social cues, initiating and maintaining conversations, and forming meaningful connections with peers.

4. Independent living skills: Individuals with intellectual disabilities may require assistance and training to develop skills necessary for independent living, such as self-care, money management, transportation, and household tasks.

5. Stigma and discrimination: Unfortunately, individuals with intellectual disabilities often face stigma, prejudice, and discrimination, which can impact their self-esteem, social inclusion, and access to opportunities.

Individuals with intellectual disabilities face various challenges that can impact their educational experiences and overall quality of life. Some common challenges include:

By understanding the nature of intellectual disabilities and the challenges faced by individuals with these disabilities, educators can better tailor their teaching strategies and create inclusive learning environments. In the following sections, we will explore innovative teaching strategies, assistive technology, and supportive approaches that can enhance the educational experiences of individuals with intellectual disabilities.

The Importance of Innovative Teaching Strategies

Inclusive education plays a vital role in ensuring that individuals with intellectual disabilities have equal access to education. By implementing innovative teaching strategies, educators can create inclusive learning environments that cater to the diverse needs of all students.

Inclusive Education for All

Inclusive education is an approach that aims to provide quality education to all students, regardless of their abilities or disabilities. It promotes an inclusive classroom setting where students with intellectual disabilities can learn alongside their peers without disabilities.

By embracing inclusive education, teachers can foster an environment that celebrates diversity and promotes the acceptance of individual differences. Students with intellectual disabilities benefit from the opportunity to interact and learn from their peers, while their peers gain a greater understanding and appreciation for diversity.

Inclusive education also helps to break down barriers and reduce stigma associated with intellectual disabilities. It allows students with intellectual disabilities to feel valued, included, and supported throughout their educational journey.

Benefits of Innovative Teaching Strategies

Innovative teaching strategies offer numerous benefits for students with intellectual disabilities. These strategies go beyond traditional teaching methods and focus on individualizing instruction to meet the unique learning needs of each student.

One of the key benefits of innovative teaching strategies is the ability to provide differentiated instruction. By tailoring instruction to individual students, educators can address their specific strengths, interests, and challenges. This personalized approach enhances student engagement and promotes meaningful learning experiences.

Innovative teaching strategies also incorporate a variety of teaching modalities, such as visual supports, communication tools, and multisensory learning approaches. These methods help to enhance comprehension and retention of information, making learning more enjoyable and effective for students with intellectual disabilities.

Additionally, the use of assistive technology can greatly enhance the learning experience for students with intellectual disabilities. Augmentative and alternative communication (AAC) devices, educational apps and software, as well as adaptive equipment and tools, can provide students with the necessary tools to access information, communicate, and participate in classroom activities effectively.

By implementing innovative teaching strategies, educators can create a supportive and inclusive learning environment that meets the unique needs of students with intellectual disabilities. These strategies not only promote academic growth but also foster social-emotional development and empower students to reach their full potential.

In the next section, we will explore specific innovative teaching strategies that have proven to be effective for individuals with intellectual disabilities.

Effective Teaching Strategies for Intellectual Disabilities

When it comes to teaching individuals with intellectual disabilities, employing effective strategies is essential to ensure their learning needs are met. Here are three proven teaching strategies that have shown positive outcomes for students with intellectual disabilities:

Differentiated Instruction

Differentiated instruction is a teaching approach that recognizes and accommodates the diverse learning needs of students. With this strategy, teachers adapt their instruction to meet the individual strengths, interests, and abilities of each student with an intellectual disability.

By differentiating instruction, teachers can provide personalized learning experiences that cater to the unique learning profiles of their students. This can include modifying the pace of instruction, using various instructional materials, incorporating hands-on activities, and employing a range of assessment methods. By tailoring instruction to the specific needs of each student, educators can maximize their learning potential and promote academic success.

Visual Supports and Communication Tools

Visual supports and communication tools play a vital role in supporting individuals with intellectual disabilities in their learning journey. These tools enhance comprehension, provide structure, and promote independence in communication and daily activities.

Visual supports can include visual schedules, social stories, visual cues, and graphic organizers. These aids help individuals with intellectual disabilities better understand concepts, follow routines, and navigate their environment. Additionally, augmentative and alternative communication (AAC) devices, such as picture communication boards or speech-generating devices, can facilitate expressive and receptive communication for those with limited verbal skills.

By incorporating visual supports and communication tools into the learning environment, teachers can promote engagement, comprehension, and effective communication among students with intellectual disabilities.

Multisensory Learning Approaches

Multisensory learning approaches engage multiple senses simultaneously to enhance learning and retention of information. This is particularly beneficial for individuals with intellectual disabilities, as it provides them with various avenues to process and understand new concepts.

Teachers can incorporate multisensory techniques by incorporating tactile materials, incorporating movement and kinesthetic activities, using multimedia resources, and encouraging active participation through sensory-based experiences. For instance, a math lesson can involve using manipulatives, such as counting blocks, to reinforce numerical concepts.

By engaging multiple senses, multisensory learning approaches create a rich and interactive learning environment that caters to the diverse needs of students with intellectual disabilities.

Implementing differentiated instruction, utilizing visual supports and communication tools, and adopting multisensory learning approaches are effective strategies for promoting the learning and development of individuals with intellectual disabilities. These strategies empower educators to create inclusive classrooms that cater to the unique needs of every student, fostering a supportive and enriching learning environment.

Assistive Technology for Intellectual Disabilities

Assistive technology plays a crucial role in supporting individuals with intellectual disabilities in their educational journey. These tools and devices are designed to enhance communication, facilitate learning, and promote independence. Here are some key assistive technology options that can make a significant difference in the lives of individuals with intellectual disabilities.

Augmentative and Alternative Communication (AAC) Devices

Augmentative and Alternative Communication (AAC) devices are invaluable tools for individuals who have challenges with speech or expressive communication. These devices provide a means of communication by using symbols, pictures, or text that can be selected or generated to convey messages. AAC devices can range from simple picture boards to sophisticated electronic devices with dynamic displays.

AAC devices empower individuals with intellectual disabilities to express their thoughts, needs, and desires effectively. They promote interaction and participation in educational settings by providing an alternative means of communication. These devices can be used both in the classroom and in other social contexts, facilitating meaningful communication and fostering inclusion.

Educational Apps and Software

In today's digital age, educational apps and software have become increasingly popular tools for individuals with intellectual disabilities. These apps and software are designed to engage learners, promote skill development, and provide personalized learning experiences.

There is a wide range of educational apps and software available, catering to various needs and abilities. These resources can cover a range of subjects, including literacy, numeracy, social skills, and problem-solving. They often incorporate interactive elements, visual supports, and gamified learning approaches to make the educational experience engaging and enjoyable.

Educational apps and software can be used on tablets, computers, or other devices, allowing individuals with intellectual disabilities to access learning materials independently. They can supplement classroom instruction, provide additional practice, and address individual learning goals.

Adaptive Equipment and Tools

Adaptive equipment and tools are specially designed devices or modifications that enable individuals with intellectual disabilities to access the educational environment and actively participate in learning activities. These adaptations cater to the unique needs and challenges faced by individuals with intellectual disabilities, providing necessary support and accommodations.

Examples of adaptive equipment and tools include specialized seating, modified writing utensils, sensory tools, and assistive devices for mobility. These adaptations promote comfort, accessibility, and independence in the learning environment. They can help individuals with intellectual disabilities overcome physical or sensory barriers and fully engage in educational activities.

It is essential to assess the specific needs of each individual and collaborate with occupational therapists, speech-language pathologists, and other professionals to determine the most appropriate assistive technology and adaptations. By incorporating these tools into the educational setting, teachers can create an inclusive environment that supports the learning and development of individuals with intellectual disabilities.

Creating a Supportive Learning Environment

To ensure effective teaching and learning for individuals with intellectual disabilities, it is crucial to create a supportive and inclusive learning environment. This section explores key strategies for establishing such an environment, including positive behavior support strategies, collaborative teamwork and individualized education plans (IEPs), and building strong relationships with students and families.

Positive Behavior Support Strategies

Positive behavior support strategies are essential for promoting a positive and inclusive learning environment. These strategies focus on understanding and addressing the underlying causes of challenging behaviors, rather than simply punishing or controlling them. By identifying and reinforcing positive behaviors, teachers can help students with intellectual disabilities develop appropriate social skills, self-regulation, and independence.

Implementing positive behavior support strategies involves creating clear expectations, providing visual supports, and using positive reinforcement techniques. For example, teachers can use behavior charts or visual schedules to help students understand and follow classroom routines. Additionally, praising and rewarding desired behaviors can motivate students and reinforce positive actions.

Collaborative Teamwork and Individualized Education Plans (IEPs)

Collaborative teamwork is crucial for supporting students with intellectual disabilities. Educators, support staff, therapists, and families must work together to create individualized education plans (IEPs) that address the unique needs of each student. IEPs outline specific goals, accommodations, and strategies to support the student's academic, social, and emotional development.

Through collaborative teamwork, teachers can gain insights into the strengths, challenges, and preferences of their students. This knowledge can inform the development of tailored instructional strategies and interventions. Regular communication and collaboration among team members ensure that everyone is aligned and working towards the student's success.

Building Strong Relationships with Students and Families

Building strong relationships with students and their families is a fundamental aspect of creating a supportive learning environment for individuals with intellectual disabilities. When teachers establish positive and trusting relationships, students feel safe, supported, and empowered to learn and grow.

Teachers can foster strong relationships by actively listening to students, demonstrating empathy, and showing genuine interest in their well-being. They can also maintain open lines of communication with families, providing regular updates on progress, challenges, and successes. By involving families in the educational process, teachers can gain valuable insights into students' strengths, interests, and cultural backgrounds, facilitating a more personalized and inclusive learning experience.

By employing positive behavior support strategies, promoting collaborative teamwork and individualized education plans (IEPs), and building strong relationships with students and families, educators can create a supportive learning environment that nurtures the growth and development of individuals with intellectual disabilities.

Conclusion

Innovative teaching strategies, assistive technology, and a supportive learning environment are crucial for promoting the academic, social, and emotional growth of individuals with intellectual disabilities. By implementing effective teaching strategies such as differentiated instruction, visual supports and communication tools, and multisensory learning approaches, educators can create personalized and engaging learning experiences that cater to the unique needs of every student.

Augmentative and alternative communication (AAC) devices, educational apps and software, and adaptive equipment and tools can further enhance the learning experience for individuals with intellectual disabilities. Finally, creating a supportive learning environment through positive behavior support strategies, collaborative teamwork and individualized education plans (IEPs), and building strong relationships with students and families is essential for fostering a safe and inclusive educational environment that empowers individuals with intellectual disabilities to reach their full potential.

Sources

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Intellectual Disability Resources [For Teachers]

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Discover innovative teaching strategies for intellectual disabilities. Foster inclusive education and empower students to break barriers.

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Hi amazing teachers!I'm Alyssa Shanahan -- a former Elementary Special Ed & Life Skills teacher. My classroom focus was always to keep things simple, increase communication, and build independence. Simply Special Ed's goal is to help teachers and students reach their full potential in and out of the classroom!

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Let's talk about 10 websites for special education teachers!

It's no secret that special education teachers have a lot on their plates. We have a lot to do, create, and remember! Let's face it, we need to find ways to make our job as special education teachers more manageable.
Here are 10 websites for special education teachers that are guaranteed to make your job just a little easier!
1. Teachers Pay Teachers

First, one of the best websites for special education teachers is Teachers Pay Teachers.

Why do I love Teachers Pay Teachers? You can find already created lessons, activities, and tools for anything you are looking for. To add, many of the creators have adapted their materials to use digitally, which have been a life saver for distance learning! I literally use materials purchased from Teachers Pay Teachers every day.

Check out the Simply Special Ed TpT store here.

2. AFIRM Modules

Next, standing for, Autism Focused Intervention Resources and Modules, AFIRM is an amazing website for special education teachers who have students with autism in their classroom.

This free website focuses on the evidence based practices that are found successful with individuals with autism. Use the AFIRM modules to learn how to implement the EBPs in your classroom.

I highly recommend this website for new teachers and/or paraprofessionals who are not familiar with students with ASD - it's free professional development!

3. Sherlock Adapted Books

A third of my recommended websites for special education teachers to use is the Paul V. Sherlock Center on Disabilities.

Why do I recommend this website? Because the Sherlock website is free and offers a HUGE library of visual adapted books and adapted lessons for grades K-12. The library includes everything from children's books to autobiographies and is sure to help special education teachers!

4. Boom Learning

Another amazing website for special education teachers is Boom Learning or Boom Cards.

Boom Cards are a great way to teach and monitor skills. A major bonus of using them is they take data for you!

To use Boom Cards, you can create a free Boom Learning account and find free "decks" on their website. ( here's a tutorial) However, you may also purchase more decks directly from Boom Learning or through Teachers Pay Teachers. Caution: They are addicting!

Check out these Simply Special Ed Boom Cards.

5. Raz-Kids

Raz-Kids is a guided reading website that works well with special education classrooms. This is a paid subscription website that allows students to practice reading at their level.

In addition, there are many activities that enable students to practice comprehension and fluency as well.

You need a subscription for this one - but most school sites are willing to purchase this and it is worth it!

6. Google

This one may seem like an obvious choice as a website to use for special education teachers but honestly, I didn't realize the wealth of resources and abilities in google until this last year.

Previously, I was using word documents and PowerPoint for creating documents and materials for my students. Not anymore!

Google Docs have replaced Word for me as I can now store those documents in my drive and save space on my computer.

Google Slides are maybe the best thing ever! I have created so many assignments with slides. They are easy to make and even easier to store in my drive!

Check out this post on how Stephanie uses google slides to create activities that use eye gaze in her classroom. And click here for Simply Special Ed resources that use Google Slides.

7. Pinterest

Pinterest is a great website for special education teachers. It is my go to website when I need inspiration for art projects, classroom decor, and even setting up my classroom! If you haven't searched on Pinterest yet, what are you waiting for?

8. Paths to Literacy

Are you a special education teacher who has blind or visually impaired students? If so, a great website to visit is Paths to . This website provides information on literacy, stages of development, and challenges your students may face as well as a huge library of literacy strategies and resources! Definitely check it out.

9. SENict

One amazing website for special education teachers is SENict. This website is for students who use switch, touch screen, mouse & eye gaze activities. The website provides training and professional development as well as a huge range of resources and activities you can use in your classroom.

Take a look at how Stephanie uses switches in her special education classroom here.

10. Starfall

Finally, Starfall is a fantastic website for special education teachers to use in the classroom. This is one subscription I pay for and make sure to renew each year. The subscription is just $35 a year and well worth it, in my opinion. Starfall has a variety of subjects from letters and colors, to parts of speech and fractions. You can find something for students from grades Pre-K to 3rd. My students and I use the Starfall calendar everyday and it is a great way of engaging them!

Make sure to sign up for the Simply Free Library if you haven't already to gain access to over 70 free resources for special education teachers.

Do you have a favorite/must have website that I did not list? Leave a comment here to let me know what I'm missing!

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10 Websites for Special Education Teachers - Simply Special Ed

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Let's talk about 10 websites for special education teachers! It's no secret that special education teachers have a lot on their plates. We have a lot to do, create, and remember! Let's face it, we need to find ways to make our job as special education teachers more manageable.

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Patty O’Machel is a nationally recognized leader and on the front lines of (DAW) Disability Awareness Education in schools. Why this kind of programming is important? Why are children learning and understanding the disabilities of their peers important? Why schools need to be the change agent in the world and help their students learn about the kid sitting next to them.

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No Barriers - Resilience, Hope & Optimism for Youth and Adults

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Patty O'Machel:

Teaching kids changes the world. These kids, every one of these kids, are going to have a peer like my daughter or a classmate or a coach or a teacher or a boss eventually, or a coworker who has some sort of disability. 15% of the world's population has a disability. All of us will be in contact with somebody, with a disability or a difference, and teaching kids young to understand what disability means and what differences means and accept it makes the world a better place. Because then, the isolation of that kid on the playground who struggles with social interaction or the kid in a wheelchair who can't get onto the soccer field, all of those things can be alleviated if you start with kids. And they'll bring it with them into adulthood.

Erik Weihenmayer:

It's easy to talk about the successes. But what doesn't get talked about enough is the struggle. My name is Erik Weihenmayer. I've gotten the chance to ascend Mount Everest, to climb the tallest mountain in every continent, to kayak the Grand Canyon, and I happen to be blind. It's been a struggle to live what I call a no barrier's life, to define it, to push the parameters of what it means. And part of the equation is diving into the learning process and trying to illuminate the universal elements that exist along the way. And that unexplored terrain between those dark places we find ourselves in and the summit, exists the map. That map, that way forward, is what we call no barriers.

Didrik Johnck:

I'm going to state the obvious. Every one of us is different and unique. We're good at some things and struggle with others. As adults, everyone we interact with every day, from friends to coworkers, also have differences. Our kids are living in the same world. They have classmates and friends who have differences and disabilities. They will have teachers, doctors, coaches also with differences and perhaps some disabilities. These are the words of our guest, Patty O'Machel. If we consciously teach children about these differences when they're young, then we are creating a community of people who embrace others and don't let fear of differences dictate their lives. That's her mission. And today, we'll learn what she's doing to translate what might seem like a pretty lofty idea into action.

Didrik Johnck:

Dave Shurna is our host for this episode. He's back in action after taking some time off to spend with his family. He recently ticked off a bucket list experience, witnessing firsthand the great Sandhill Crane migration in Nebraska. Our regular host, Erik Weihenmayer, is off climbing big mountains in Ecuador for a few weeks. Without further ado, let's go to the front lines of disability awareness education in schools, with Dave and Patty. I hope you enjoy it. I'm producer Didrik Johnck, and this is the No Barriers Podcast.

Dave Shurna:

Well, welcome to another addition of our No Barriers Podcast. It's a beautiful spring day here in Colorado, and I am joined today by someone calling in from Chicago. Patty O'Machel, it's great to have you here. Can you hear me all right?

Patty O'Machel:

I can hear you great. Thank you for having me.

Dave Shurna:

And did I get your last name pronounced correctly? Is it O'Machel?

Patty O'Machel:

It's O'Machel.

Dave Shurna:

O'Machel. Great. Okay. Well Patty, thank you so much for taking time to join us on our podcast. I'm pretty excited to have a conversation today about disability, inclusion and the importance of educating people at a young age about these topics. And so Patty's an expert on these issues. She has her own organization that focuses on bringing diversity and inclusion education to schools. And we're excited to talk to you today Patty. Thanks so much.

Patty O'Machel:

I'm really honored to be here. I told you before the recording, I'm a fan girl now, because I love everything that you're doing.

Dave Shurna:

Well, thank you, Patty. We are calling you from Chicago. So are you a native? Did you grow up in Chicago or where are you from originally?

Patty O'Machel:

I am from here. I actually grew up two doors down. My dad had passed away. I'm the youngest of six, and my dad had passed away in the Keys in Florida where they lived and my mom brought us back here, and I was born here, two doors down.

Dave Shurna:

Wow. Okay. So you haven't moved too far from your childhood home.

Patty O'Machel:

I've had a few adventures in between, but I landed back here with my family, which is great.

Dave Shurna:

Yeah. I'd love to just dive right in and have you tell our listeners about the work you're doing? Just at the top level, because we'll dive in with further questions. Give us a quick summary of the work you're doing to educate students in schools about diversity and inclusion.

Patty O'Machel:

I started this program years ago as a volunteer and developed it into something I'm really proud of that I can bring to schools everywhere. It's a hands-on program currently, which allows kids to experience the things that I think about disabilities that are scary. The things like wheelchairs and prosthetic legs and arms and brail and differences. And it allows them to experience it and have a hands-on approach. So I bring in wheelchairs and bikes and hand cycles and prosthetic legs and prosthetic arms. And kids get to touch and feel and experience things that are associated with disability. And it takes all the fear away. Now I'm developing a program, that's going to be virtual that I can scale and take anywhere in the United States, or the world, and teach kids about disabilities.

Dave Shurna:

Yeah, it's amazing. So when you're in a school, give me a really concrete example, whether it's with a wheelchair or teaching someone about blindness. What are the kids literally doing?

Patty O'Machel:

So the difference of my program is that every grade level is different. So it builds upon itself. So what you learn in kindergarten, you learn something completely different in first grade, second grade, third grade. So each grade gets to experience different things about disabilities and the tools that people with disabilities use. So for example, first graders learn about helping tools. And we talk about prosthetic and communication boards and wheelchairs. And most of these kids are scared of those things. If they went to Target and saw somebody with a prosthetic leg, it would be scary. My daughter has a wheelchair. When they're around her, I see kids circle her chair and stare at her instead of talking to her. And so we talk about how people with disabilities are just people. They just need different tools to do the things they do.

Patty O'Machel:

They learn the difference of a sports wheelchair and a regular wheelchair. They learn how kids who can't use their legs, ride a bike, and then they get to try it. They get to make communication boards of their own. I bring in prosthetic legs and arms and hands and show them how prosthetics are just different. They're just technology, like a robot leg that somebody would use. And once they touch it and feel it changes everything. The whole week is about celebration. It's about celebrating abilities and disabilities, and I have a three ring circus going on. There's speakers and service dogs and bikes and wheelchairs and it's so much fun. And every kid says, "I loved it. I loved everything I learn." They go home raving to their parents, "I rode a bike in the hallway at school without my legs."

Patty O'Machel:

And then as they progress, like the fourth graders for example, learn about sports for people with physical disabilities. And I bring in 30 wheelchairs and they get to play Sharks and Minnows and basketball. And it levels the playing field a bit. And then in their second session, they learn about the ADA and how the ADA was formed. And they do an ADA compliance study of their school. And I teach them about accessible spaces and I teach them to go out into the world and, "What are you doing after school? I'm going to basketball practice. All right. Well, how do you think somebody with a disability would get to that basketball court?" Because I know that facility and it's down four stairs. And it makes them think about things outside of themselves.

Dave Shurna:

So just logistically, it sounds like you've got a grade level specific program changes with grades. And it sounds like you're alluding to this, it's a week long program. Is it during Disability Awareness Week? And how much time per day do people spend, do the kids spend, learning in this atmosphere?

Patty O'Machel:

It starts, we kick it off with an assembly and I bring in the most amazing Paralympians and athletes, and they talk about the sports they love and the things they do. And they just set a tone for the fun we're going to have all week. And then each grade level has half hour of programming. So it takes up about 12, 13 hours during the week, but that's not all in one classroom. And I also have programs that reach into the music, art, gym library, and STEM, so that kids aren't just getting a one and done program that checks a box of, oh, we talked about disabilities, but they get about 1,500 touch points during the week when they're at school of all the different parts of disability and ability and different things.

Patty O'Machel:

The fifth graders learn about hidden disabilities, when they're going into middle school and being self advocates and learning that this is just one part of them that makes them different. But they can still be incredibly successful building on their strengths, and how people with disabilities who are successful are self advocates and who ask for what they need. And it's really important in fifth grade that these kids, that it normalizes their behaviors and their experiences, and gives them something to be proud of.

Dave Shurna:

And does it go all the way up through middle school then as well, or is it elementary school?

Patty O'Machel:

I have a middle school program, but I've been focusing on the elementary school program.

Dave Shurna:

Yeah. Well that's a great overview for our listeners to just understand the parameters. It changes by grade, it's a week long, it has an assembly to kick it off and then 30 minute segments throughout the week, an amazing educational experience focusing on really understanding diversity and inclusion, and very hands-on. And so I'd like to talk to you about, you mentioned, I think you said I'm one of the only organizations that's doing this hands-on approach. So talk to us a little bit about what you saw as you looked out at what was being offered and why you developed the program you developed to meet a need?

Patty O'Machel:

I started when my kids were little. I have a 19 year old, a 17 year old and a 13 year old. My 19 year old started at the elementary school in kindergarten and there was a program in place. And it was lovely, it was kind, it was compassionate. I loved the moms and the PTO who did it. But what I found was, it was very much focused on pity. It was very much focused on us and them and separating kids with disabilities. And the experiences the kids got were like, okay, we have one wheelchair and one kid gets to get pushed in it. And it's a huge oversized nurse's office wheelchair, or we'll put oven mitts on the kids and they'll button their buttons and that's what it's like to have a physical disability.

Patty O'Machel:

And I wanted to create a program that actually showed kids that people with disabilities are just people, and show them all of these tools and things that were scary to them. So as these moms' kids aged out, I took over the program as a volunteer and started bringing in speakers and activities and things that were exciting and really showcased the tools that people use. So my first speaker was Melissa Stockwell. She's a one leg amputee. She was the first woman injured in the Iraq War. And she came in and she was nine months pregnant and did the first assembly and took her leg off and was like, oh my gosh, these kids are going to freak out. And they loved every minute of it. And all the activities that I started bringing in, built upon each other.

Patty O'Machel:

I'm a social worker by trade. I'm the mom of a daughter with cerebral palsy as well. So I have a lot of equipment. But I was working with leukemia and lymphoma patients as a social worker for 10 years. And my mom, who I adored, always said, "You should do this for a job, you light up when you do this." And I'm like, "This isn't a job. This isn't something you could do." And then I quit my job and I created my own business doing this. And what I found was a couple things. One, these very wonderful programs that PTO moms run, or PTO dads, they're passing the baton. So there's no consistency in programming. When your kid ages out, you pass the baton onto someone else who runs the committee and does their own messaging. My program is also super easy. So the teachers don't have to reinvent the wheel or do the program or create anything new.

Patty O'Machel:

We bring in the whole program and the teachers can just experience it with the kids. I didn't want to add anything to a teacher's load that is already so overwhelming. So that was why I designed it the way it is. So when I come in, I have all the equipment, I have all the activities. I have lesson plans, I have social emotional learning alignment, I have all of the resource links, I have everything that is needed. And it's easy for schools to hire our program and bring in this messaging without much work added to them.

Dave Shurna:

Yeah. Now, now from a history and background perspective, you alluded to you've got a child who has CP, you're a social worker. Talk to me a little bit more about, was it the fact that you had a child with a disability that really inspired this work? Was it a combination of that and the social work? What do you think drove you to make this commitment to really making this be your career?

Patty O'Machel:

I think it was very much her. I think it was very much parenting a child with a disability and seeing the differences in kids. And I have this belief that teaching kids changes the world, that these kids, every one of these kids, are going to have a peer like my daughter or a classmate or a coach or a teacher or a boss eventually, or a coworker who has some sort of disability. 15% of the world's population has a disability. All of us will be in contact with somebody with a disability or a difference.

Patty O'Machel:

And teaching kids young to understand what disability means and what differences means and accept it makes the world a better place because then the isolation of that kid on the playground who struggles with social interaction or the kid in a wheelchair who can't get onto the soccer field, all of those things can be alleviated if you start with kids and they'll bring it with them into adulthood. And just seeing the way that kids interacted with my daughter and we would be at affluent, educated places and suburbs around where we live and kids would still just walk around her and stare at her and not talk to her.

Patty O'Machel:

And my daughter is really different. She doesn't have any cognitive delays. She's verbal, she just can't walk. She's in regular classes at her high school. She's going to go to college, God willing, we're looking for colleges now. But she's a regular kid, she just needs this wheelchair in order to do the things she wants to do. As a social worker, I worked in medical social work for a long time. I knew people who had limb loss, I knew disability, but I didn't know it the way I know it as a parent. And when she was three, we were at a park in town and there was an event for Midwestern games for kids with disabilities to do track and field and all of those sports. And they were at the same park.

Patty O'Machel:

And I was pushing her on the swing and looking around at kids with no legs or kids with prosthetics or kids in wheelchairs, kids in walkers, and it blew me away. And this woman, Keri Serota, who started an organization called Dare2tri for para triathletes. She came up to me and she's like, "Hey, does your daughter want to go water skiing tomorrow?" And I'm like, "No, she can't walk. Are you kidding me?" And I took Shea water skiing and it was a life changing experience for me.

Patty O'Machel:

I'll tell you this little story. We got there and walked out on this pier and I am terrified. I am going to put my baby into a water ski attached by a rope to a boat, a zip ski. And I got on the boat and all these 18 year old girls came down the pier and they were in wheelchairs and had prosthetics and they were taking off their legs and jumping out of their chairs and talking about this dance they had all been at for their high school the night before. And I was listening to them talk and I started crying and I was like, "Oh my God, it's going to be okay." She has a future and it's going to be beautiful and it's going to be okay. And it was the first time that I really felt that.

Dave Shurna:

I love that story.

Patty O'Machel:

And had been around a significant amount of people with disabilities.

Dave Shurna:

Yeah, yeah. No Barriers, we have an annual event that's coming up at the end of August this year in Estes Park, Colorado are called the No Barriers Summit, that attracts hundreds, sometimes thousands of people with and without disabilities and challenges to try things they've never tried before. And so you have that same spirit of looking around at people of all differing abilities and seeing them do things that you might not have expected them to be able to do. And it's a beautiful mix of people with and without disabilities. So my kids do not have any disabilities, but they've been going since they've been born. And it's an amazing experience for them going back to the mission of your organization too, to be exposed to that and to not make immediate assumptions about what people can and cannot do by just being exposed to being around and shared, activities with each other.

Dave Shurna:

So if anyone's listening and wants to have that experience for themselves or their kids.

Patty O'Machel:

I want to come.

Dave Shurna:

Check out the No Barriers Summit. Yeah, nobarriersusa.org, No Barriers Summit in August. I love that story, and I thank you so much for sharing a bit about your experience with your daughter. Why do people, when they see someone with a visible disability, blindness, in a wheelchair, why do you think they shy away from, or stare or don't interact directly with that person? What does that stem from in your mind?

Patty O'Machel:

Fear. Fear and being uncomfortable. You don't know if you walk up to somebody in a wheelchair they're going to yell at you, are they going to be able to talk? Are they not? It's almost like a barrier. My daughter uses a power assist chair that she doesn't need all that chair, but she insists on it. But it's a lot of chair and not a lot of person, as opposed to a sports chair, which is more person centered and less chair. But I think differences are scary to anybody. And even, I was speaking to my brother-in-law at one point, and he's a educated entrepreneur, really successful adult. And we were in Chicago and we were talking and he said, "I went to the health club and there was a guy with a prosthetic leg and he took his leg off and we were in the locker room and his leg fell over."

Patty O'Machel:

And he is like, "I didn't know if I should ask if I should pick it up or if I should ask if I should help him or what happened to him. And I was freaked out and uncomfortable." And that happens to a lot of adults. I don't think you get any more comfortable without exposure and understanding. I was actually at the Chicago Children's Museum a few weeks ago, doing an event for kids with disabilities. And I was speaking to this woman who is in medical school at Northwestern and super smart, amazing girl, uses a wheelchair. And she was like, "What do you do?" And I started telling her, and she's like, "I wish you could come to my school because I'm working with doctors, future doctors, and there's one or two of us who use wheelchairs and they have no idea. They need the basics. They need to play wheelchair basketball."

Patty O'Machel:

One of the things my daughter told me when she was in middle school, she's like, "I wish everybody could use a chair and see what it's like for a day, just to stare at everyone's butt in the hallway and have to use both your hands, and some of the doorways are too small." And so I'm like, well, I can't get 500 wheelchairs, but I can get 20 wheelchairs. And so we created this program where people would spend a day in a chair all throughout the week. And there was a lottery because so many kids wanted to. But we had the principal and teachers in wheelchairs and kids. And then we coordinated with the IT department and we did videotaping and interviews and reporting on what it was really like. And what these kids found and what the teachers found was it's really hard. Some of the doorways don't work, it's hard to get into the bathroom. My arms really hurt. I couldn't get where I was going fast enough. And it was an experience that leveled the playing field, and I love that experience for people.

Dave Shurna:

Yeah. Yeah. Having done those kinds of activities, definitely, that hands-on approach helps you really get an initial sense of it. You all also can have the other side of this, which is, like say someone is blind, for example, like my co-host Erik, who's not with us today, I've done activities where you blindfold and you spend a day learning to walk with a cane. There is some caution that you have to have because if you just do it for a day or a half hour, it's pretty scary. But if you've been blind for most of your adult life, like Erik, it's not scary at all, it's the way it is. And if you've been in a wheelchair for most of your adult life, it is a different level of understanding.

Dave Shurna:

And so how do you balance that great opportunity to be exposed to something with the idea that if someone's lived with this, for all their life, it's often not their primary concern. They've learned to adapt. And they are just, as you said, just like all of us. That disability may or may not be their primary challenge they're facing. So how do you balance that exposure with the reality that people who get used to it that becomes just a part of how they with everyday life?

Patty O'Machel:

One of the things that when I started this program, and it's gone through several iterations is I talk to people with disabilities. Obviously, I talk to people with disabilities all the time. But I talk to people who are researchers and who actually work in the field of disability awareness. And when they said was you can't blindfold somebody and have them do a task for 30 seconds, and that's what it's like to be blind. Just like, if I could see for 30 seconds, I wouldn't know what it's like to be a same person. And so I created these goggles with Mod Podge that they're not fully blind, because most people are not fully blind, they have some sort of vision loss, and it mimics that. So my first part of third and fourth grade, which does deafness and blindness is I bring in a speaker who's blind and she's an author and a teacher, and she has a service dog and she's a mom and she lives in the city.

Patty O'Machel:

And she talks about her experience, "How do I get here? How do I parent my kid? How do I teach? How does my dog support me and what I do?" And then their next session, they learn about braille. So instead of just, this is what braille is, it's the dots outside of the bathroom. They get to use a Brailler and they get to write words in braille and see the difference in feeling and experience that. And then I have all these tools that they get to try, a cane and games like Connect Four and UNO and checkers and all the things that kids play, and different tools that help blind people. They get to learn sign language phrasing, and letters, and how people use American Sign Language.

Patty O'Machel:

So I think that the hands on approach to it, isn't just a, okay, put goggles on for five minutes. It puts something into them that they take into the world. So they'll see a blind person and they'll realize, "Oh, what kind of cane are they using?" Because we've talked about the different kinds of canes and the new technology that's coming out. Or I talk to them about, I'm like, "How do you think somebody who's blind, my friend who's coming with her service dog, how do you think she finds the bathroom? What if she walked into the men's room?" And they're like, "There's braille in the door." I'm like, "Are you sure? Have you tried it? Have you seen it?" And just opening their eyes to all of these different things takes them out into the community and their world to understand it.

Dave Shurna:

Yeah. I love that concept. In some ways, these visible physical disabilities are in my mind, at least easier to reproduce and show people what it's like than some of the invisible disabilities that are prevalent. 10 tens of millions of people in America have invisible disabilities. So what do you do to help people hands-on experience an invisible disability?

Patty O'Machel:

80% of disabilities are hidden disabilities. I have two levels of programming for that. So the first part starts in second grade because in second grade is where kids start to be annoying. Kids start to separate. Kids are on the fringe of the playground and not included because of behavioral characteristics, which we know are hidden disabilities emerging. But kids don't know. So if somebody's really loud and doesn't listen to the directions, maybe you just exclude that kid. So we start really early with play.

Patty O'Machel:

So we talk about how we all play differently. And then I have them make these animal puppets. I have a puppet show that talks about ADHD and how ADHD feels to this puppet and why she can't sit still and pay attention and struggles with the listening to directions. And then the kids get to make these animal puppets and all the animals have different characteristics, like the monkey is really good at sports and really likes to be in charge of all the games. But sometimes, he's a little loud and doesn't listen to directions. And the lion really likes to play on the playground on the black top, but only one on one with another person. He doesn't like the big group, loud things.

Patty O'Machel:

So the kids get to choose a puppet and then we create skits of how everybody can play together. So if you're the really loud monkey and you want to play a big game of soccer out on the field, and you're the lion and you really like to stay on the black top, how can they come to a consensus and everyone play together. It takes the personality out of it. So the kids aren't making their own puppets with their own face, it's a little bit distant. But they get the messaging that we all play different.

Patty O'Machel:

I also talk to every class about how we're all really good at some things and we struggle a little with other things, because we're all really different. And I ask every class, "What are you good at?" And kids are like, "Basketball, ice skating, reading, art." I'm like, "See, we're all really, really different and we all have strengths in really different areas." And then the fifth graders, who are a little older, I show them a presentation by a boy who, when he was in fifth grade, he had the worst case of dyslexia the district had ever seen. And he was sent down to the second grade classes to read with the second graders, which is humiliating as a pre-teen. And a teacher in fifth grade recognized his strength in math and robotics and he had a full ride scholarship to USC. He was voted the third best math student in the country, college math student. It just took someone to find his strengths for them to realize how insanely smart this boy is.

Patty O'Machel:

And then we do a presentation where they learn about famous people who have hidden disabilities. Justin Timberlake has ADHD, Michael Phelps has ADHD. Walt Disney had dyslexia. We talk about how incredibly successful they were in different areas than reading, and how it's just the way your brain experiences something. So it's not good or bad, it's the way that your brain processes information differently, like a computer processes information the same for everybody. But our brains are completely different.

Patty O'Machel:

So Justin Timberlake could be on a stage performing and I don't know, what's that red hair kid's name? Shawn Mendes could be on the stage performing and they would experience it completely differently. And we talk about Simone Biles. One of my daughters is a gymnast and Simone Biles has ADHD, but she's able to hyper focus on three inches of wood on a balance beam and win a gold medal. So we talk about the strengths associated with it and how even people on the spectrum are incredibly intelligent and very, very different. And the way they experience autism is very different. I talk about I have a daughter with cerebral palsy. I know every single thing about cerebral palsy in my daughter. But every person with cerebral palsy is different.

Dave Shurna:

Yeah. I love those. Those are great examples. From puppet shows to famous people helping connect with kids at the level that they are to expose them to those issues. And I think to me, when I hear you talk, part of this is about giving educational facts and figures and tactile exposure. But a lot of this, if we go back to what it sounded like you were seeing when your child was young, your child with CP young, is about developing an attitude of acceptance and interest that welcomes people of all diverse backgrounds into your fold. And that those are skills, certainly in elementary school, that can be valuable. But as you and I know, one in four Americans, adult Americans, has a disability, one in five Americans is a caregiver for someone that has a significant challenge.

Dave Shurna:

As you get into the workforce, you are almost certainly going to be working alongside people who have some form of disability, who might be taking care of someone with a disability. And so to me, a lot of what's needed is attitudinal and mindset so that at a young age, you're giving people the spirit of acceptance and interest and welcoming. Can you talk a little bit about that desire, the end desire around attitude and mindset being so important?

Patty O'Machel:

I agree with you. I think attitude and mindset are everything in association with this, and on both realms, in my daughter and Erik of feeling like I can be as successful as I can be. Even though I can't walk, that doesn't mean I can't go to college, I can't have a family, I can't do all the things that I want to do. And my daughter, I've forced her to do everything. She went water skiing, snow skiing, tennis, swimming. What else has she done? Forced her to rock climb once. I want her to be the athlete I want to be. But she's experienced all of those things.

Patty O'Machel:

And an interesting side note that goes along with this, as far as being a caregiver and a parent is... So my daughter got whooping cough at three weeks when she was an infant and stopped breathing, with pertussis. And so they told us at nine months, she has cerebral palsy because of the loss of oxygen. And at nine years I took her for an evaluation for a surgery and the doctor... We did films of her brain. And the doctor said, "I think the hospital mixed up your films because this isn't your kid." And I'm like, "I don't think this hospital mixes films." But he said, "This could be degenerative. You could lose her. This could be genetic. This isn't loss of oxygen." And I've already had another kid, I think I'm going to lose mine. It was the longest week I've ever had.

Patty O'Machel:

And we went to the head of neurology and he said, "You were misdiagnosed when she was little. This is something in her brain, the way her brain developed. But she shouldn't be this kid." Was like, "She should be in a wheelchair. She should be unable to walk, unable to talk," she was walking then with a walker and, "She shouldn't be the kid that I'm seeing in front of me."

Patty O'Machel:

And I took her this year to a neurologist. She developed epilepsy last year, so she's had seizures. And I took her to a neurologist and I'm like, "What do you think?" And after we met, it was COVID, you were doing virtual visits, you didn't ever meet her in person. And she said, "Physically, she doesn't present as a kid with CP," but she never has. And she said, "But her brain, on the screen, is not your kid." She's like, "She shouldn't be talking about college and being in AP classes and doing all the stuff she does." She's like, "The way that her brain developed, she shouldn't be able to do anything and you didn't know that. So you took her to five therapies a week and you exposed her to everything and you treated her like she could do anything."

Patty O'Machel:

And the doctor walked out and I was bawling. And my daughter's like, "That's good news. Right? She said something good." And I'm like, "I know, but how did I get this lucky, because this could have been so much harder." And it gives me so much space in my life now to teach other kids and use the gift that I just got in you to spread this message to the world.

Dave Shurna:

What a powerful story. Yeah. And what a testament to your approach to motherhood and knowing many people who are parents of people with disabilities. I hear often that idea of don't set the limits. It's easy to feel like the limits are inherent and you can't go beyond them. But as much as possible, try to push the limits and let your kids set the limits.

Patty O'Machel:

Yeah.

Dave Shurna:

I think that's just a great message for our listeners who either live with a disability or have a kid with a disability, is that idea of push where you can, really stretch the bounds of what's possible. Now I'd love to get back to, and kind of wrap up with a final discussion about the program. I'm sure that people who are listening are thinking well, "Geez, I'd love this program in my school. This sounds phenomenal." Tell us a little bit more of what's the name of the program, where can people go find more information. And if someone's, say here in Colorado where I live, can they literally call you up and get this program in their school?

Patty O'Machel:

Well, I'm coming to Colorado in May to speak for Move United for their conference on adaptive sports. And I have family in Telluride and family in Denver, so I'm happy to come to Colorado.

Dave Shurna:

Nice, excellent.

Patty O'Machel:

But my program is called Educating Outside The Lines and it is available in person in my surrounding communities right now. I realized over COVID, so I was clipping along really well and then COVID hit and I had to start off bring this virtually. And so I was Zooming into kids' bedrooms, I was Zooming into classrooms. It was remote, it was hybrid. Every day, it was different, and I realized I could scale this and bring it anywhere if I can create a virtual program. So for instance, like the ADA compliance study, we started doing ADA compliance studies of their homes. And then I videoed my daughter in the community, trying to get into all of the stores that these kids know, the hot dog place and Dairy Queen and trying to open the doors because it looks accessible, right? It's flat, there's no bump, but you can't open the door by yourself if you have a wheelchair.

Patty O'Machel:

And talking about like independence and accessibility, I figured out different ways that I could do it virtually. So I can bring the program anywhere, especially Colorado, because it's easy to find adaptive sports athletes there. But I'm creating a virtual program. So it'll be a plug and play program that districts anywhere can use and it will have portals of all of the different activities, presentations, resource links, lesson plans, all of it, and a school can just use it for a school year and have each different grade level of programming available to them.

Dave Shurna:

Wow. Exciting.

Patty O'Machel:

Yeah, it's exciting.

Dave Shurna:

That's a new evolution. It's like one of those stories, and we had some of these at No Barriers too, of what you discover when you're forced to do everything virtually. You discover well, wow, there's actually a way to reach a lot more people when you're forced into that model.

Patty O'Machel:

Yeah. I was talking with one of my speakers and that was the other really great part about COVID is I could have speakers from anywhere in the world. And so, one of my speakers, she used to do track at University of Illinois, and I met her in person when she spoke for me then. But now she is the head archivist for the Olympics and Paralympics, and she's still a track athlete. She was in Tokyo. And she was telling me, the Olympics really are working on combating ableism and the Paralympics. And the disability porn of the one girl with no legs who is in every commercial and makes everybody cry when they see her swim. And I think that teaching kids is the way to combat ableism. I think starting early takes all of that away. This girl is just an athlete and a swimmer and she's not the person with no legs.

Patty O'Machel:

I hate that people with disabilities are identified by their disability, like it's a stamp on their head, and there's so much more diversity to them. And I think too, just having kids who are younger, the whole LGBTQ community, they speak to it with complete acceptance. They don't care who likes who, who is coming out as gay, who is binary. They don't care. They just speak to it as if it's a normal thing in their environment because it is now. And I think disability really needs to be on that same plane.

Dave Shurna:

Yeah. Yeah, that's a great example of parallel educational efforts to help people be more accepting and inclusive of people of all different backgrounds. What is the website that our listeners can go to, to find out more?

Patty O'Machel:

Educatingoutsidethelines.org. And the new platform will be ready by end of May, to launch for the 2022/2023 school year.

Dave Shurna:

Wonderful. Well, that's really exciting. Congratulations on that. I know that's a ton of work to move things from a in person to a mobile platform and still make it engaging. So I applaud you on that effort.

Patty O'Machel:

Right. And I'm still going to offer both. So I still get the fun of being in classrooms. And can I tell you, after two years of kids dealing with COVID, when they see a fresh face and some new information and new excitement in the school, I float through the whole week.

Dave Shurna:

I'm sure.

Patty O'Machel:

It's so much fun.

Dave Shurna:

Oh my gosh. Yeah. We started an experiential organization 20 years ago and for 19 months, we didn't do anything in person. It was hard to recreate that energy and excitement and so great that a lot of it is coming back.

Patty O'Machel:

Yeah.

Dave Shurna:

Thank you so much Patty for your time today and especially for everything you're doing to educate the future leaders of our world in these important principles around diversity, inclusion, acceptance. And I encourage our listeners, if you didn't catch that website, check out our podcast page where you can find links to any of the resources that were referenced today. I love this very no barriers idea that at a young age, we need to teach people these principles so that as they grow up and become leaders themselves, they're just ingrained in them, it's second nature.

Patty O'Machel:

Yeah.

Dave Shurna:

So thank you, Patty. Thank you so much for joining us.

Patty O'Machel:

Thank you for having me.

Didrik Johnck:

The production team behind this podcast includes producer Didrik Johnck, that's me. Sound design, editing, and mixing by Tyler Cotman. Marketing and graphic support from Stone Ward and web support by Jamlo. Special thanks to the Dan Ryan Band for our intro song, Guidance. And thanks to all of you for listening. We know that you've got a lot of choices about how you can spend your time and we appreciate you spending it with us. If you enjoy this podcast, we encourage you to subscribe to it, share it, and give us a review. Show notes can be found at nobarrierspodcast.com. That's nobarrierspodcast.com. There's also a link to shoot me an email with any suggestions for this show, or any ideas you've got at all. Thanks so much and have a great day.

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No Barriers Podcast Episode 145: Disability Awareness Education With Patty O'Machel | No Barriers - Resilience, Hope & Optimism For Youth And Adults

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Patty O'Machel is a nationally recognized leader and on the front lines of (DAW) Disability Awareness Education in schools. Why this kind of programming is

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Teachers should listen to podcasts because it’s seriously FREE professional development! Real professionals in the field that know exactly what you are going through in the classroom. They offer practical and meaningful tips and advice. Podcasts are available at your own time!

Even if some of these professionals are no longer in the classroom- they still talk on real experiences that they have experienced. Their experience helps make us better educators. We learn from their classroom lessons!

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Why Podcasts?

Teachers should listen to podcasts because it's seriously FREE professional development! Real professionals in the field that know exactly what you are going through in the classroom. They offer practical and meaningful tips and advice. Podcasts are available at your own time!

Even if some of these professionals are no longer in the classroom- they still talk on real experiences that they have experienced. Their experience helps make us better educators. We learn from their classroom lessons!

Special Education Podcasts

The Inner Circle with Catherine Whitcher

I love listening to Catherine because she has a wealth of knowledge. She is a special needs sibling to a brother diagnosed with Down's syndrome. She also has experience as a special education teacher. She has been on both sides of the IEP table and I love that Catherine always keeps it real!

You can listen to my episode with Catherine here!

The Autism Helper with Sasha Long

Sasha also has a ton of knowledge to share with her listeners. She has been a special education teacher for many years and has seen it all. She makes sure that her students know she is the "cookie", which I think is hilarious! Everyone wants the cookie!!

You can find Sasha on Spotify podcasts here! You can also find her at The Autism Helper on Apple Podcasts!

Adaptation Station with Nicole Morris

Nicole and I have been friends for a while, but she offers insight about ABA and truly helps teachers understand meaningful and practical tips for all types of classrooms! I love listening to Nicole because she is easy to listen to and helps me expand my knowledge for teaching and managing behaviors in the classroom.

I have been on a couple episodes with Nicole and you can find her podcast on Spotify here! You can find Nicole on Apple podcasts as well!

Be The Exception Podcast with Dawn Ellis

This podcast created by Dawn is a great resource for productivity tips, mindset motivation, special education strategies, education hacks and inspirational teacher stories! Dawn's podcast is lighthearted and meaningful. She also goes above and beyond to connect with listeners with actionable interviews with knowledgeable education professionals.

You can find Be The Exception Podcast here and Dawn's website here!

You can also read Dawn's guest blog post about sensory spaces!

That Special Educator with Braelan Martin

Braelan and I really hit it off during quarantine in 2020! Her personality is just electric! I loved how Braelan's podcast is always lighthearted and easy to listen to. I love working out and listening to her podcast episodes because they are informal and hilarious! Occasionally, she has guests on her podcast and it is always fun to hear everyone's experiences!

You can find That Special Educator on Spotify here and also on Apple Podcasts!

You can also find Braelan's Youtube channel for more details into her teaching and personal life!

You can also read Braelan's guest blog post all about partnering with your administration!

Ability Driven Teaching with Madison and Kasey

Last, but not least, I have recently found my love for Ability Driven Teaching! Madison and Kasey have experiences with life skills types of classrooms and that is my favorite subject to learn about. Last year, I did record an episode with Madison and Kasey and I wanted to talk with them for hours! They definitely are good friends and invite you in like you are as well!

You can listen to Madison and Kasey on Spotify podcasts here! They are also on Apple Podcasts!

You can check out Kasey and Madison's guest blog post about including students in the IEP process here!

Instagram | TeachersPayTeachers | Facebook | Boom Learning Library | Pinterest | Youtube

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6 Special Education Podcasts Teachers Must Listen to in 2022

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Teachers should listen to podcasts because it's seriously FREE professional development! Real professionals in the field that know exactly what you are going through in the classroom. They offer practical and meaningful tips and advice. Podcasts are available at your own time!

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The IEP process and the world of special education can be confusing and overwhelming for parents, teachers, and students, alike. But it doesn’t have to be! Learning Essentials has teamed up with experts to give you valuable insights into the IEP process and special education —and it’s free!

Executive Director Wendy Taylor hosts educators, psychologists, and other medical providers who provide pro tips on what to ask, what to bring, and what to take away from your next special education interaction. This is a podcast series you will not want to miss!

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IEP Essentials Podcast - Learning Essentials

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The IEP process and the world of special education can be confusing and overwhelming for parents, teachers, and students, alike. But it doesn’t have to be! Learning Essentials has teamed up with experts to give you valuable insights into the IEP process and special education —and it’s free!

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I can’t say enough good things about this podcast. It has changed the way I practice occupational therapy and my overall views and perspectives, especially in regards to ABA therapy. It has made me question special education norms and the importance of using identity-first language.

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My Favorite Special Education Podcasts - Simply Special Ed

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I love listening to podcasts on my way to work! It is a time I can enjoy my hot coffee and learn new tips and strategies to benefit from students!

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4 Podcasts for Special Education Teachers | Full SPED Ahead

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The world's largest online health community

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The Mighty. 848,317 likes · 879 talking about this. The world’s largest online health community. Download our free app 📲
https://themighty.start.page

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The people’s disability (@sara_disability_info) | TikTok

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The people’s disability (@sara_disability_info) on TikTok | 2411 Likes. 222 Followers. Paralegal SSA Disability tips/knowledge The People’s Disability 800.515.5421.Watch the latest video from The people’s disability (@sara_disability_info).

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She has a lot of great videos about her own disability.

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Eliza Rain ♿️ Disabled Eliza (@disabled_eliza) | TikTok

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Eliza Rain ♿️ Disabled Eliza (@disabled_eliza) on TikTok | 5.8M Likes. 111.2K Followers. Rainbow rolling around London 🏳️‍🌈♿️ 💌eliza@insanityhq.com💌.Watch the latest video from Eliza Rain ♿️ Disabled Eliza (@disabled_eliza).

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This lesson plan is for kindergarten and learning about our senses.

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Objectives & Outcomes

Students will be able to identify all five senses and use each sense to try to identify objects.

Materials Needed

variety of small bites of easily identified foods (keep allergies in mind)

brown paper bags

variety of small toys

recording (or YouTube) of familiar sounds

variety of lightly scented oils (or objects)

Procedure

Opening to Lesson

As the teacher stands in front of the room perform some unusual action (such as whistling or waving your arms around). Once students are paying attention ask them what they saw (or heard) you doing. How did they know you were making that movement(sound)? We use our sense every day to identify sights, sounds, smells, tastes, and textures around us. Ask students (and allow for answers) the following questions:

If you pet a kitten, how does it feel?

If you bite into an ice cream cone, what does it taste like?

What do we hear every day at the end of the school day?

If someone is cooking, what might you smell?

If you close your eyes, turn to the right, and open them, what do you see?

Each day we use all five sense: sight, smell, taste, hearing, and touch to explore the world.

Ask students to identify how each sense is experienced. Sight = eyes, Smell = nose, Taste = tongue (mouth), Hearing = ears, Touch = hands (feet)

Body of Lesson

Tell students they are going to use their sense to try to identify objects found in the school or at home. Explain that they will only be using one sense at a time to try to identify each object.

Start with sight as it is the easiest and a confidence builder. Sit out five to seven small objects under a towel. Tell students that they are to close their eyes until you say to open them. While their eyes are closed remove the towel from one object. Ask students to open their eyes and raise their hand when an object can be identified. Have a student answer. Repeat for each object.

Explain to students that the next sense is sometimes a little harder to use, the sense of smell. Pour a small amount of scented oil into a bowl. Allow each student to smell the oil and stand when they think they can identify it. Allow each student to smell before making a guess. Repeat for at least two more scents.

Move on to the sense of hearing (sound). Tell students that you are going to play a familiar sound (animal sounds are good) and when they can tell what sound is being made, to stand up. Repeat for at least five separate sounds.

The sense of touch will require a brown paper bag and several small toys. Place two or three small toys in the bag and have each child reach in and feel the shape. Ask students to remember what they felt as you are going to ask in a few minutes. Choose shapes that are relatively easy to identify.

The final sense will be taste, this is great at snack time. Offer students small bites of food that does not look like the bigger item (watermelon squares, orange bits, apple squares, or broken graham crackers) Skip this sense if allergies or rules do not permit food in the classroom.

Closing

Explain to students that they have just used all five senses to learn more about their world. Tell them you are going to try one final activity. Split students into groups of four. Tell them to choose an object in the room and use their sense to explore it.(not taste). They will then describe the object for the whole class to see if they can guess what was chosen. Have students keep their object secret if possible, until a guess has been made.

Assessment & Evaluation

Students will show understanding by using the correct sense to identify an object. Evaluation will be based on participation and appropriate guesses during activities.

Modification & Differentiation

If a student cannot identify an object have them describe it using varying words.

Related Lesson Plans

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All About Our Senses Lesson Plan | Teacher.org

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Students will be able to identify all five senses and use each sense to try to identify objects. variety of small bites of easily identified foods (keep allergies in mind) brown paper bags variety of small toys recording (or YouTube) of familiar sounds variety of lightly scented oils (or objects) As the teacher stands in front of the room perform some unusual action (such as whistling or waving your arms around).

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This math lesson is for 3-5th grade. It's learning the value of a number

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JRDAssistMiddle School and High School Teacher

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The Value of a Number Lesson Plan | Teacher.org

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Lesson Plan: The Value of a Number, Grades: 3 - 5th, Subject:

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7th grade

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JRDAssistMiddle School and High School Teacher

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A City Saved by a Volcano Lesson Plan | Teacher.org

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Lesson Plan: A City Saved by a Volcano, Grades: 5 - 7th, Subject:

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8th grade

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Objectives & Outcomes

Students should be able to create a unique picture using painter's tape and water color paints.

Materials Needed

Water color paper and paints, painter's tape

Procedure

Opening to Lesson

Explain that sometimes a painting is special for what is not painted.

It is the negative space that truly tells a story or showcases the design.

Explain to students that they will be creating a painting with tape first, then with actual paint.

Body of Lesson

Have students use painters tape to create a design on water color paper or canvas (if available).

Students can choose any design, but make sure some detail is present.

After the tape has been placed firmly on the paper, allow students to paint around the tape.

Have students be creative, mixing colors and creating an interesting array of colors.

Allow paint to dry completely before carefully removing all tape, leaving the design.

Add small shading or details to the design if desired.

Closing

Have students display art pieces and explain how what was not painted became the focal point.

Assessment & Evaluation

The students will create a unique picture using water color paints and painter's tape. The picture will be neat and well put together.

Modification & Differentiation

Special needs students may be given extended time or help with tape placement.

Related Lesson Plans

Ready to Pursue a Master's Degree in Education? Make it Your Time!

Teacher.org's lesson plans encourage conceptual understanding and lifelong learning skills in students as well as empower and motivate teachers.

Are you currently teaching but have the desire to pursue a Master's Degree in Education? Follow your passion for teaching but at the same time give yourself the tools to further your career and learning. Whether it's higher salaries, advanced career opportunities, or leadership positions, earning your Master's Degree in Education is one worth pursuing. Make it your time!

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Painter's Tape Art Lesson Plan | Teacher.org

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Lesson Plan: Painter's Tape Art, Grades: 6 - 12th, Subject:

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9-12 grade

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Objectives & Outcomes

The students will be able refine skills of a lifetime activity, basketball, interacting with respect and sportsmanship with their peers.

Materials Needed

Different sizes and types of sport's balls: basketball, soccer, whiffle ball, dodge ball, nerf ball, of any other ball that can fit into a basketball hoop

Prepare ahead of time: Set up teams of students, collect different sport's balls, assign a point value to each ball (smaller = less points), create scoring sheets

Procedure

Opening to Lesson

Display the different sized and types of sports' balls for the students to see

Ask students which sport each ball is normally used for

Allow for responses

Ask students what every ball has in common except for being a rounded shape (a football is okay to use)

Allow for responses

The answer: Every ball can fit into a basketball hoop

Body of Lesson

Modeling

Throw one of the balls into a nearby hoop, hopefully successfully

Ask students if the size or type of ball will make it easier or harder to score a basket

Allow for responses (It may be easier to score with the smaller balls, depending on the type, bounce, etc.)

Guided Practice

Explain Multi-Ball Basketball and the rules

Give the point total for each ball

7 on 7 and two balls may be used per team at any given time

Teams may exchange either ball at any time during the game, official ball exchanger standing near center court, one for each team

Dribbling not necessary, but a pass must be made within 3 seconds of possessing the ball

There are no dead balls, time outs, throw-ins, etc.

Game is to be fast paced and almost non-stop

All other basic basketball rules are enforced, fouls, etc.

Assign students to their teams

Assign coaches (optional)

Game continues until end of class or preset time limit

Independent Practice

For homework, assign students to write a report about the history of a sport that uses a ball, focusing on the development of the specific ball over the years since the sport's inception

Closing

Following the first game, discuss the experience with students, ask for suggestions for rule changes, etc.

Assessment & Evaluation

Assess the student's in the usual manner for a PE class

Modification & Differentiation

Use more or less balls for the game; adapt rules relative to students' abilities and skills; assign students who are unable to play as coaches/scorekeepers; play half-court games to increase simultaneous participation; adapt length of games; use soccer nets instead of basketball goals (Multi-Ball Soccer)

Learn more about a career in teaching PE.

Related Lesson Plans

Ready to Pursue a Master's Degree in Education? Make it Your Time!

Teacher.org's lesson plans encourage conceptual understanding and lifelong learning skills in students as well as empower and motivate teachers.

Are you currently teaching but have the desire to pursue a Master's Degree in Education? Follow your passion for teaching but at the same time give yourself the tools to further your career and learning. Whether it's higher salaries, advanced career opportunities, or leadership positions, earning your Master's Degree in Education is one worth pursuing. Make it your time!

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Multi-Ball Basketball Lesson Plan | Teacher.org

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Lesson Plan: Multi-Ball Basketball, Grades: 9 - 12th, Subject:

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10-12 grade

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Grade Level: 10 - 12th

Subject: Environmental, Science

Length of Time: 2 Class Periods

CCSS.ELA-Literacy.11.RST.1 -

CCSS.ELA-Literacy.11.RST.6 -

CCSS.ELA-Literacy.11.RST.2 -

Objectives & Outcomes

Using the Internet and other resources the students will be able to determine the accuracy of current research, data, and other information related to ocean pollution. Using articles and other materials the students will come to conclusions about ocean pollution, as well as the causes and prevention.

Materials Needed

Internet access or other research resources, three Ocean Research worksheets, one Final Report worksheet

Prepare ahead of time: 1) Ocean Research Worksheet: Title of Article/reference, Summary of article, Conclusions based on article; 2) Final Report worksheet: Compare/contrast articles, Final conclusions; need two articles with different information/data about any topic.

Procedure

Opening to Lesson

The teacher will read each article found ahead of time showing conflicting information regarding the same topic, often found on the Internet

The teacher will ask the students how they could determine the accuracy of information

Allow for discussion and sharing of ideas

Ask students why the differences occur even though facts may prove otherwise

Body of Lesson

Modeling

Ask the question: What do you know about ocean pollution?

Allow for responses and discussion

Identify and focus on the students' conflicting answers if there are any

Ask students why having conflicting information may be a problem

Allow for a discussion

Guided Practice

Distribute the three Ocean Research worksheets to each student

Explain to students they are to find three articles from the Internet about the causes of ocean pollution and other information related to the issue

Review what is expected on each worksheet

Remind students they are not seeking facts about oceans such as what fish live in them, size of oceans, etc.

Encourage students to think about the information presented and if there is evidence to back up conclusions

Direct students to Internet search engines typing in various search terms, not just "ocean pollution" but others as well (What causes ocean pollution? What's to blame for ocean pollution?)

Allow students time to do research, find, and review the three article they choose to summarize

Once students complete research distribute the Final Report worksheet

Guide the students to compare/contrast the research and to come to final, hopefully factual, conclusions

Collect final reports for evaluation

Independent Practice

For homework: Students will research preventing ocean pollution, sharing the results in class the next day.

Closing

Allow students to share homework assignment, discuss how the Internet may not always have accurate fact-filled articles. Discuss some of the motives for some writers/researchers may be reporting inaccurate information. Talk about reasons for accuracy in science overall.

Assessment & Evaluation

Final written report with conclusions and insights and/or class presentation evaluation using expectations/rubrics prepared ahead of time.

Modification & Differentiation

Students may work in pairs; assign specific oceans or other bodies of water to each student; use body of water in close proximity to school; fieldtrip to nearby body of water; follow-up with lab exercises related to water pollution; Power Point presentations.

Related Lesson Plans

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Ocean Pollution Lesson Plan | Teacher.org

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CCSS.ELA-Literacy.11.RST.1 - CCSS.ELA-Literacy.11.RST.6 - CCSS.ELA-Literacy.11.RST.2 - Using the Internet and other resources the students will be able to determine the accuracy of current research, data, and other information related to ocean pollution. Using articles and other materials the students will come to conclusions about ocean pollution, as well as the causes and prevention.