# data[].attributes.headline
1) Grace struggles with balance, standing unassisted, and other motor skills. Doing integrated movement with slight modifications allows for Grace to work on her disability while being involved.  

# data[].attributes.subject
1) Grace struggles with balance, standing unassisted, and other motor skills. Doing integrated movement with slight modifications allows for Grace to work on her disability while being involved.  

# data[].attributes.headline
1) Inclusion is incorporated in this activity by allowing the entire class to participate in the movements. Grace's movement will be less physically demanding than the other students, however, if the movement activity is something like yoga or dancing there is space for differentiation in completing the activity based on ability.

# data[].attributes.subject
1) Inclusion is incorporated in this activity by allowing the entire class to participate in the movements. Grace's movement will be less physically demanding than the other students, however, if the movement activity is something like yoga or dancing there is space for differentiation in completing the activity based on ability.

# data[].attributes.headline
1) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 123)

# data[].attributes.subject
1) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 123)

# data[].attributes.headline
1) In doing this task, Grace is improving her motor skills while also gaining slightly more independence in being able to stand and balance with little to no assistance. 

# data[].attributes.subject
1) In doing this task, Grace is improving her motor skills while also gaining slightly more independence in being able to stand and balance with little to no assistance. 

# data[].attributes.headline
1) In doing integrated movements, Grace is meeting the 10th goal in her IEP in the Motor Skills section. Grace will be able to stand and balance for 3+ minutes with little assistance while participating in a class activity 75% of the time. 

# data[].attributes.subject
1) In doing integrated movements, Grace is meeting the 10th goal in her IEP in the Motor Skills section. Grace will be able to stand and balance for 3+ minutes with little assistance while participating in a class activity 75% of the time. 

# data[].attributes.headline
2) Completing puzzles allows Grace to work on her physical and motor skills while being in a social environment with other classmates.

# data[].attributes.subject
2) Completing puzzles allows Grace to work on her physical and motor skills while being in a social environment with other classmates.

# data[].attributes.headline
2) These puzzles will be differentiated through the student being able to choose their difficulty level due to a variety of puzzles. This will also be an inclusive experience by allowing others to work with Grace.   

# data[].attributes.subject
2) These puzzles will be differentiated through the student being able to choose their difficulty level due to a variety of puzzles. This will also be an inclusive experience by allowing others to work with Grace.   

# data[].attributes.headline
2) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 47)

# data[].attributes.subject
2) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 47)

# data[].attributes.headline
2) Puzzles work on Grace's IEP goal 6 under Motor Skills prompting her to pick up objects with her thumb and index finger with minimal assistance 3/5's of the time. 

# data[].attributes.subject
2) Puzzles work on Grace's IEP goal 6 under Motor Skills prompting her to pick up objects with her thumb and index finger with minimal assistance 3/5's of the time. 

# data[].attributes.headline
2) Grace is developing a very helpful everyday life skill when working on her pincer grasp. This will allow her to succeed in future tasks more independently if improvements continue.  

# data[].attributes.subject
2) Grace is developing a very helpful everyday life skill when working on her pincer grasp. This will allow her to succeed in future tasks more independently if improvements continue.  

# data[].attributes.headline
3) Planting a garden will allow incorporation of one of Grace's favorite sensory play resources-water. This activity will spark Grace's interest and hopefully allow for positive results. 

# data[].attributes.subject
3) Planting a garden will allow incorporation of one of Grace's favorite sensory play resources-water. This activity will spark Grace's interest and hopefully allow for positive results. 

# data[].attributes.headline
3) The entire classroom can be equally included in this activity through all steps of the planting process. Putting the seeds in the ground, covering the seeds with dirt, and consistently watering the plants will be educational and fully inclusive. 

# data[].attributes.subject
3) The entire classroom can be equally included in this activity through all steps of the planting process. Putting the seeds in the ground, covering the seeds with dirt, and consistently watering the plants will be educational and fully inclusive. 

# data[].attributes.headline
3) List of Sensory Play Activities. (2016, January 18). Retrieved November 11, 2018, from https://www.learning4kids.net/list-of-sensory-play-ideas/.

# data[].attributes.subject
3) List of Sensory Play Activities. (2016, January 18). Retrieved November 11, 2018, from https://www.learning4kids.net/list-of-sensory-play-ideas/.

# data[].attributes.headline
3) Grace's 4th IEP goal under the Motor Skills section is met by allowing her to participate in a tactile activity while learning to not retract her hands and arms 4/5 times. 

# data[].attributes.subject
3) Grace's 4th IEP goal under the Motor Skills section is met by allowing her to participate in a tactile activity while learning to not retract her hands and arms 4/5 times. 

# data[].attributes.headline
3) This task will allow Grace to be further included and accepted into mainstream education through increasing her ability to partake in hands-on participation. 

# data[].attributes.subject
3) This task will allow Grace to be further included and accepted into mainstream education through increasing her ability to partake in hands-on participation. 

# data[].attributes.headline
4) Grace's interest and disability are kept in mind when completing Tactile Activities in the classroom through the ability to play with resources such as water or rice, while also learning to allow for hands-on learning. 

# data[].attributes.subject
4) Grace's interest and disability are kept in mind when completing Tactile Activities in the classroom through the ability to play with resources such as water or rice, while also learning to allow for hands-on learning. 

# data[].attributes.headline
4) This activity is fully inclusive due to the resources being adaptable. A teacher can choose to teach any lesson using these sensory play objects, allowing for differentiation based on ability. 

# data[].attributes.subject
4) This activity is fully inclusive due to the resources being adaptable. A teacher can choose to teach any lesson using these sensory play objects, allowing for differentiation based on ability. 

# data[].attributes.headline
4) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 42)

# data[].attributes.subject
4) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 42)

# data[].attributes.headline
4) Grace's 4th IEP goal under the Motor Skills section is met by allowing her to participate in a tactile activity while learning to not retract her hands and arms 4/5 times. 

# data[].attributes.subject
4) Grace's 4th IEP goal under the Motor Skills section is met by allowing her to participate in a tactile activity while learning to not retract her hands and arms 4/5 times. 

# data[].attributes.headline
4) This task will allow Grace to be further included and accepted into mainstream education through increasing her ability to partake in hands-on participation while incorporating developmental level appropriate lesson plans.

# data[].attributes.subject
4) This task will allow Grace to be further included and accepted into mainstream education through increasing her ability to partake in hands-on participation while incorporating developmental level appropriate lesson plans.

# data[].attributes.headline
5) In improving functional balance through obstacle courses, Grace will be working on improving her physical disabilities. 

# data[].attributes.subject
5) In improving functional balance through obstacle courses, Grace will be working on improving her physical disabilities. 

# data[].attributes.headline
5) Incorporating fun activities in the general PE Class will allow Grace to work on her motor development while participating with her classmates. This allows for inclusive practices in gym class. 

# data[].attributes.subject
5) Incorporating fun activities in the general PE Class will allow Grace to work on her motor development while participating with her classmates. This allows for inclusive practices in gym class. 

# data[].attributes.headline
5) Incorporating obstacle courses in PE Class allows for Grace to work on goal 11 under Motor Skills. This activity will allow her to demonstrate increased functional balance on different terrains, ramps, obstacles, etc. 75% successfully.

# data[].attributes.subject
5) Incorporating obstacle courses in PE Class allows for Grace to work on goal 11 under Motor Skills. This activity will allow her to demonstrate increased functional balance on different terrains, ramps, obstacles, etc. 75% successfully.

# data[].attributes.headline
5) Grace will further develop the ability to walk independently or with little assistance, an important life skill

# data[].attributes.subject
5) Grace will further develop the ability to walk independently or with little assistance, an important life skill

# data[].attributes.headline
6) Class meetings will allow Grace to work on her social interaction skills while also being included in general classroom greeting or closing activities. This activity will also help her identify verbal cues. 

# data[].attributes.subject
6) Class meetings will allow Grace to work on her social interaction skills while also being included in general classroom greeting or closing activities. This activity will also help her identify verbal cues. 

# data[].attributes.headline
6) This activity would be fully inclusive in it being a class meeting. The entire class would be involved in either an activity or social sharing to get to know classmates better. 

# data[].attributes.subject
6) This activity would be fully inclusive in it being a class meeting. The entire class would be involved in either an activity or social sharing to get to know classmates better. 

# data[].attributes.headline
6) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 31)

# data[].attributes.subject
6) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 31)

# data[].attributes.headline
6) The IEP goal that is met with class meetings is goal 13 under Daily Living Skills. This goal states that Grace needs to be able to turn and use eye-contact in response to her name. This is easily incorporated in a class meeting by students calling on each other or the teacher calling on students. 

# data[].attributes.subject
6) The IEP goal that is met with class meetings is goal 13 under Daily Living Skills. This goal states that Grace needs to be able to turn and use eye-contact in response to her name. This is easily incorporated in a class meeting by students calling on each other or the teacher calling on students. 

# data[].attributes.headline
6) Grace will be able to further self manage and be more independent when in social situations. Recognizing and responding to her name is essential to her daily living. 

# data[].attributes.subject
6) Grace will be able to further self manage and be more independent when in social situations. Recognizing and responding to her name is essential to her daily living. 

# data[].attributes.headline
7) This activity of blowing exercises is both working with Grace's disabilities and incorporating her interest in water if blowing bubbles or blowing an instrument due to her interest in music. 

# data[].attributes.subject
7) This activity of blowing exercises is both working with Grace's disabilities and incorporating her interest in water if blowing bubbles or blowing an instrument due to her interest in music. 

# data[].attributes.headline
7) Blowing exercises, whether it be bubbles, whistles, or anything else, can all be done in a classroom setting without excluding members. 

# data[].attributes.subject
7) Blowing exercises, whether it be bubbles, whistles, or anything else, can all be done in a classroom setting without excluding members. 

# data[].attributes.headline
7) In doing this activity Grace is working towards achieving accurate oral-motor movements. This meets Grace's IEP goal 2 under the Speech and Language section. 

# data[].attributes.subject
7) In doing this activity Grace is working towards achieving accurate oral-motor movements. This meets Grace's IEP goal 2 under the Speech and Language section. 

# data[].attributes.headline
8) A high-tech communication support allow Grace to work on her nonverbal communication skills while incorporating technology which Grace loves. 

# data[].attributes.subject
8) A high-tech communication support allow Grace to work on her nonverbal communication skills while incorporating technology which Grace loves. 

# data[].attributes.headline
7) In performing these tasks Grace is improving her physical disabilities that hinder her verbal skills. In completing these activities successfully she will become more independent in being able to communicate. 

# data[].attributes.subject
7) In performing these tasks Grace is improving her physical disabilities that hinder her verbal skills. In completing these activities successfully she will become more independent in being able to communicate. 

# data[].attributes.headline
9) Playing Simon Says in gym class allows Grace to socially interact with peers and the teacher while working on her motor skill development. 

# data[].attributes.subject
9) Playing Simon Says in gym class allows Grace to socially interact with peers and the teacher while working on her motor skill development. 

# data[].attributes.headline
8) This activity allows Grace to stay in her classroom while completing a differentiated version of lesson instruction. 

# data[].attributes.subject
8) This activity allows Grace to stay in her classroom while completing a differentiated version of lesson instruction. 

# data[].attributes.headline
8) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 130)

# data[].attributes.subject
8) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 130)

# data[].attributes.headline
8) IEP goal 3 under the Speech and Language category are met through the use of non-verbal methods of communication. This strategy allows for Grace to communicate by choosing answers or objects based on eye gaze at a computer. 

# data[].attributes.subject
8) IEP goal 3 under the Speech and Language category are met through the use of non-verbal methods of communication. This strategy allows for Grace to communicate by choosing answers or objects based on eye gaze at a computer. 

# data[].attributes.headline
8) This strategy allows for Grace to communicate non-verbally which allows her to be more independent. Her lack of verbal communication is made up for with this tool which is extremely beneficial for Grace's condition. 

# data[].attributes.subject
8) This strategy allows for Grace to communicate non-verbally which allows her to be more independent. Her lack of verbal communication is made up for with this tool which is extremely beneficial for Grace's condition. 

# data[].attributes.headline
9) Simon Says is fully inclusive due to the entire class participating in this P.E. activity. This fun game can also be implemented into other activities or in the general education classroom. 

# data[].attributes.subject
9) Simon Says is fully inclusive due to the entire class participating in this P.E. activity. This fun game can also be implemented into other activities or in the general education classroom. 

# data[].attributes.headline
9) Collinger, Z. (2008, December 20). How to play Simon Says. Retrieved November 11, 2018, from https://considerable.com/simon-says/.

# data[].attributes.subject
9) Collinger, Z. (2008, December 20). How to play Simon Says. Retrieved November 11, 2018, from https://considerable.com/simon-says/.

# data[].attributes.headline
9) The IEP goal that is met through participating in Simon Says is IEP goal 8. Grace meets this goal by following the verbal and visual cues given 3 out of 5 times during physical education class to improve awareness. 

# data[].attributes.subject
9) The IEP goal that is met through participating in Simon Says is IEP goal 8. Grace meets this goal by following the verbal and visual cues given 3 out of 5 times during physical education class to improve awareness. 

# data[].attributes.headline
9) Grace will develop the ability to follow verbal and visual cues by completing this activity which will allow her to grow socially as well as academically. This academic growth will allow for more independence in the classroom, and the social development allows for further independence in everyday interactions.  

# data[].attributes.subject
9) Grace will develop the ability to follow verbal and visual cues by completing this activity which will allow her to grow socially as well as academically. This academic growth will allow for more independence in the classroom, and the social development allows for further independence in everyday interactions.  

# data[].attributes.headline
10) Nooks allow for Grace to work on her developmental positions while still completing the tasks her teacher has assigned her.

# data[].attributes.subject
10) Nooks allow for Grace to work on her developmental positions while still completing the tasks her teacher has assigned her.

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10) Nooks are inclusive by allowing the student to remain in the classroom when needing an alternative seating adjustment. Nooks will provide Grace with different locations and dynamics to allow her to sit, stand, kneel, and lay.

# data[].attributes.subject
10) Nooks are inclusive by allowing the student to remain in the classroom when needing an alternative seating adjustment. Nooks will provide Grace with different locations and dynamics to allow her to sit, stand, kneel, and lay.

# data[].attributes.headline
10) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 68)

# data[].attributes.subject
10) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 68)

# data[].attributes.headline
10) IEP goal 9 under Motor Skills is met through Nooks. This goal is met by allowing Grace to have an academic area she can learn in that incorporates maintaining different developmental positions to allow for smoother transitions, mobility, and participation. 

# data[].attributes.subject
10) IEP goal 9 under Motor Skills is met through Nooks. This goal is met by allowing Grace to have an academic area she can learn in that incorporates maintaining different developmental positions to allow for smoother transitions, mobility, and participation. 

# data[].attributes.headline
10) Being able to achieve this IEP goal through the assistance of the Nook strategy will allow Grace to be further included in the classroom and become more independent due to greater mobility. 

# data[].attributes.subject
10) Being able to achieve this IEP goal through the assistance of the Nook strategy will allow Grace to be further included in the classroom and become more independent due to greater mobility. 

# data[].attributes.headline
11) Grace enjoys using different methods of technology. Using Computer Software Programs or online games will help Grace to learn focusing skills visually as well as enjoy what she is doing in the classroom. 

# data[].attributes.subject
11) Grace enjoys using different methods of technology. Using Computer Software Programs or online games will help Grace to learn focusing skills visually as well as enjoy what she is doing in the classroom. 

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11) This can be implemented in academic classrooms due to many schools having laptops and chrome books, as well as at home because the programs and games are online. 

# data[].attributes.subject
11) This can be implemented in academic classrooms due to many schools having laptops and chrome books, as well as at home because the programs and games are online. 

# data[].attributes.headline
11) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 46)

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11) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 46)

# data[].attributes.headline
11) The IEP Goal that works with Computer games and programs is goal 16 under the Vision category. This goal expects Grace to learn how to fixate on and track an object for 3-4 minutes. This can be done through computer software because she is interested in technology, it is very interactive, and can also be incorporated through a fun game. 

# data[].attributes.subject
11) The IEP Goal that works with Computer games and programs is goal 16 under the Vision category. This goal expects Grace to learn how to fixate on and track an object for 3-4 minutes. This can be done through computer software because she is interested in technology, it is very interactive, and can also be incorporated through a fun game. 

# data[].attributes.headline
11) Being able to track objects and focus is something that will allow Grace to further achieve in the classroom setting as well as in everyday life. This allows for greater independence and self reliance because she is bettering her visual skills. 

# data[].attributes.subject
11) Being able to track objects and focus is something that will allow Grace to further achieve in the classroom setting as well as in everyday life. This allows for greater independence and self reliance because she is bettering her visual skills. 

# data[].attributes.headline
12) Incorporating technology into the classroom while working on academic development is what will help Grace succeed the most because of interest. Using interactive whiteboards to allow Grace to identify colors and touch the color on the board to select it incorporates learning and technology. 

# data[].attributes.subject
12) Incorporating technology into the classroom while working on academic development is what will help Grace succeed the most because of interest. Using interactive whiteboards to allow Grace to identify colors and touch the color on the board to select it incorporates learning and technology. 

# data[].attributes.headline
12) A Whiteboard is inclusive to all students in the classroom because of the ability to present any lesson possible on the interactive board. This whiteboard lesson also allows Grace to stay in the general education classroom. 

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12) A Whiteboard is inclusive to all students in the classroom because of the ability to present any lesson possible on the interactive board. This whiteboard lesson also allows Grace to stay in the general education classroom. 

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12) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 37)

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12) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 37)

# data[].attributes.headline
12) The IEP Goal that is met is goal 15 under the Vision section. This goal is met through having a recognition of a certain color out of 3 and selecting it on the whiteboard by pointing. 

# data[].attributes.subject
12) The IEP Goal that is met is goal 15 under the Vision section. This goal is met through having a recognition of a certain color out of 3 and selecting it on the whiteboard by pointing. 

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12) Identifying colors as well as using up-to-date technology allows for Grace to be further educated and independent. 

# data[].attributes.subject
12) Identifying colors as well as using up-to-date technology allows for Grace to be further educated and independent. 

# data[].attributes.headline
13) This activity includes crafting on the teachers part to allow for learning on Grace's end. Playing this game will be a fun activity for Grace to do while also incorporating learning facial recognition. 

# data[].attributes.subject
13) This activity includes crafting on the teachers part to allow for learning on Grace's end. Playing this game will be a fun activity for Grace to do while also incorporating learning facial recognition. 

# data[].attributes.headline
13) Create Matching Games: Multimedia learning activities online. (n.d.). Retrieved November 11, 2018, from https://www.educaplay.com/en/gallery/matching.htm

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13) Create Matching Games: Multimedia learning activities online. (n.d.). Retrieved November 11, 2018, from https://www.educaplay.com/en/gallery/matching.htm

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13) This game could be incorporated into Grace's general learning environment, making it inclusive. Grace's task would be to be able to identify her face by pairing it with her written out name. Other students could have differentiated cards that can challenge them in their individual struggle areas. 

# data[].attributes.subject
13) This game could be incorporated into Grace's general learning environment, making it inclusive. Grace's task would be to be able to identify her face by pairing it with her written out name. Other students could have differentiated cards that can challenge them in their individual struggle areas. 

# data[].attributes.headline
13) In doing this matching game activity, the 12th IEP standards under daily living skills will be met due to being able to identify her own picture in comparison to three (or more) other faces. This activity would also incorporate hands-on learning in pointing to and recognizing her appearance. 

# data[].attributes.subject
13) In doing this matching game activity, the 12th IEP standards under daily living skills will be met due to being able to identify her own picture in comparison to three (or more) other faces. This activity would also incorporate hands-on learning in pointing to and recognizing her appearance. 

# data[].attributes.headline
13) This activity works on Grace's facial recognition skills of herself and others which improves her social and academic abilities, ultimately making her more independent.  

# data[].attributes.subject
13) This activity works on Grace's facial recognition skills of herself and others which improves her social and academic abilities, ultimately making her more independent.  