Instruction for Children with Special Needs

Visual Recipes: A Way to Increase Participation in Cooking Classes
Situation: 

I’m a Middle School FACS (Family and Consumer Sciences) teacher and I have a student with special needs in my class of 20 general education students.  She’s not disruptive, but she also doesn’t participate very much.  How can I help her get more out of my cooking classes?

“Build Your Own Schedule”: A Structured Choice Visual Strategy
Situation: 

I have a 3rd grade student in my Learning Support class who needs extra help with most academic subjects.  She becomes very resistant when I try to work with her on a one-to-one basis.  If I do get her to work with me, she only lasts a few minutes before she starts asking when we’ll be done or she refuses to work altogether.  How can I get her to focus and work cooperatively?

Response Cards
Situation: 

I am a Learning Support Teacher, and when I observe my kids in the general education class, they don’t seem to participate at all. While other kids raise their hands often, my students tend to just sit there doodling or daydreaming. How can I get the regular education teachers to engage them more?

Learning Contracts
Situation: 

I have a student in my class who is always behind schedule on projects and comes up with a million excuses as to why the work is not completed. Is there anything I can do to help her take responsibility and ownership of her learning?

Brain Breaks
Situation: 

We have many double periods of math throughout the week. It makes it very difficult for some of my students to continue attending. What can I do to help them (and me) get through these times?

Embedding Goals and Objectives
Situation: 

I am having difficulty finding time to teach my students goals/objectives. How can I get this accomplished?

Student Summary Sheet: Share Information with Teachers
Situation: 

I’m a primary school special educator in a large school district where students transition to several different upper elementary schools when they leave second grade.  Due to the size of our district, it’s nearly impossible to meet with all of the receiving teachers for my students at the end of the school year.  I’d like these teachers to know more about my kids before they start in the fall.  I know they’ll get the IEPs, but I wondered if you had any suggestions on how I can help the new teachers learn about my students?

For Adults Only II: Team Building with Reminders, Reinforcers, and P.E.A.R.L.s
Situation: 

I have a great team in my classroom but sometimes we are not on the same page when it comes to providing preventative or consequential interventions with students. One person might talk too much to a student giving attention to behaviors of concern and inadvertently increase the behavior, while another person may not do enough. Sometimes the basics of student interactions are just not there. What can I do to make us a more cohesive team with our interventions?

For Adults Only: Team Building with Reminders and Reinforcers
Situation: 

I have a great team in my classroom but sometimes we are not all on the same page when it comes to providing preventative or consequential interventions with our students. One person might talk too much to a student, giving attention to behaviors of concern and inadvertently increasing the behavior while another person may not do enough. Sometimes even  the basics of student interactions are just not there. What can I do to make us a more cohesive team with providing  our interventions?

Writing on Desks: A Novel Approach to Skill Practice
Situation: 

As a math teacher, I must have students practice new problems daily. We typically use paper or worksheets I have prepared. When this part of class begins, I have some students who just sit and do not participate. They are not disruptive but there is also no attempt to try the problems. I know they can probably do the work – or at least attempt it. I do have a few other students who just start talking during this part of class. Is there any way to change these behaviors or motivate them to try the problems?