Using social scripts is an explicit way to teach them how to have real conversations replete with partner engagement.

This book provides a rich overview of how to use poetry to support learners with disabilities, including individuals who use augmentative and alternative communication (AAC). Major sections include: Introduction (why poetry is so powerful), the components of I-DARE: Immersion, Demonstration, Autonomous poetry production, Response, and Evaluation. Each section includes evidence based research, how-to ideas, and multiple examples of implementation in schools, clinics, and homes. This book offers concrete examples, links to more information, and many resources. Learn to love and use poetry to support ALL learners!

Young children and children with disabilities often aren't sure how to respond when they see a problem. Help make expectations accessible to English Learners and students with disabilities by incorporating these clear visuals.visuals, esl, ell, eld, special education, pbis, sel, social emotional, c...

Prompts are one of the most important techniques to master as a special educator. If you are working with learners with intellectual disabilities and/or are teaching through the approach of ABA, you will come across some learners that will need to address prerequisite skills before he/she can move forward in a specific skill. These targeted skills rely on the understanding and considerations surrounding prompts. To make the knowledge of prompting easier for classrooms instructors, ABA therapists, and related services providers, we introduce this instructor-friendly manual that covers all and everything about prompts! The Prompt manual entails: Defining prompts (response vs stimulus prompts) Prompt strategies: Hierarchy, Graduated Guidance, and Time Delay Physical prompts Modeling prompts Verbal prompts Visual prompts Stimulus prompts Errorless learning vs. Error correction Prompt Dependency Fading prompts Prompt Quiz Time Delay poster Response prompt vs. Stimulus prompt poster Prompt Hierarchy poster + flipbook in two sizes Updated 9/14/22: fixes/clarifications to Graduated Guidance Check out our other ABA resources (growing daily!): Discrete Trial Training Data Sheet (DTT) for ABA Instruction - Editable ABC Data Checklist Sheet - Editable Task Analysis Data Sheet for ABA Instruction - Editable Preference Assessment Bundle for Special Education ★ Check us out on Boom Cards™!

Alphabet knowledge and phonological awareness are foundational components of emergent literacy. This 92-page book provides a rationale, brief research overview, and suggestions for interactive instructional tasks based on evidence based practice. While all of the activities in this book are appropri...

Reading: you can practice reading one-on-one at one of our location partner sites.

Help make classroom directions and expectations accessible to English Learners and students with disabilities by incorporating these clear visuals.visuals, esl, ell, eld, special education, pbis(Artwork by Boardmaker/Tobi Dynavox)PCS is a trademark of Tobii Dynavox LLC. All rights reserved. Used wit...

Things to Do With a Switch and a Battery Interrupter (Just insert the metal disc of the interrupter between the battery head and the receiver and plug in a switch, does not generally work with anything that recharges. Also, when using a battery adapted it will just turn the item on an off making things like a stapler or pencil sharpener "partner" activities. You may need to tape, glue or velcro down the devices built in power switch if you want it to be an independent activity. Many of these items are available at dollar, discount and salvage stores as well as flea markets. It generally costs less to adapt them yourself. Save your school budget for things you can't pick up for cheap.) 1. cut with battery operated scissors (pre-adapted) 2. have a race with toys that walk accessed through the switch (pre-adapted) 3. use walking switch toys to knock down block tower 4. use an adapted remote control car to knock down towers 5. put paint on the wheels of the adapted remote control car and drive over paper to make a painting 6. use a battery run electric razor and remove the pills from sweaters 7. turn on and off a hand held massager to give massages or to shake a box filled with paint covered marbles 8. turn on and off a flashlight (point it under your face and tell ghost stories, hit another switch to play ghost stories) 9. turn on and off battery operated holiday lights decorating your wheelchair 10. blow bubbles on your adapted battery run bubble blower 11. staple things 12. turn on and off a mini-tv 13. stir a drink 14. sift flour 15. be in charge of the pencil sharpener 16. dry your nails 17. open mail 18. sharpen the crayons 19. vacuum up bugs or dust bunnies 20. scare the pants off someone 21. make something spin in circles 22. cool off 23. spray a mix of water and food coloring over a stencil to paint 24. take a bubble bath 25. make spin art Using a Switch and an Electric Power Adapter (The Powerlink from Ablenet and the Electra from Tash with both interrupt the power to electric {plug in} devices and can be set to direct, timed or latch {first hit turns on, second turns off}. Oh, don't use it with high power items like microwaves!) 26. cool off with a plug in fan, attach streamers and watch them blow 27. make sailboats, place in a long underbed storage box of water, set up fans with switches, use fans to make wind, race the boats 28. turn on and off the lights in a haunted house 29. be the D.J. 30. use hair dryers to dry paintings 31. go apple picking then use a juicer with a switch to make juice 32. make ice cream shakes, use food coloring to make a color to go with your holiday theme, sell them for two dollars 33. use a food processor to mix up the ingredients to make recycled paper, use your fans to dry it 34. grind up oreos in a grinder or food processor to make "dirt" 35. turn on holiday lights or a holiday fiber optic tree 36. run a foot massager 37. use the switch and the overhead projector to shine a light onto a friend and trace silhouettes 38. make a funky sixties or seventies space by running lava lamps, a liquid projector, and groovy music all by switches 39. run a fog lamp to make the room spooky or mist-i-cal 40. turn on the black lights with all of your glow in the dark stuff around, make your own planetarium 41. use that sewing machine and make some curtains (or aprons...) 42. plug in one red light and one green light - now the switch user runs gym class 43. shave people's heads for a dollar during spirit week Things to do with specially adapted devices and a switch: 44-48. use a pouring cup to pour cooking ingredients, art supplies like glitter, to pour sand in the sand box, to measure for science experiments to to dump water over your friends head 49. Use and iScan to run your iPod 50. change the tv channels 51. listen to CDs 52. be a bookworm 55. spin 56. be a high roller 57. ring my bell or bells 58. bowl 59. scoot 60. joke

Using Games to Teach/Reinforce Yes/No "In ev'ry job that must be done There is an element of fun You find the fun and snap! The job's a game" - Mary Poppins "Is that right?" Game Level: yes/no for accept/reject and higher This game is all about being silly! You can play it to work on accept/reject yes/no responses or higher level. Essentially you go something super silly, like try to put on the child's coat yourself, put the child's sock on their hand or whatever the child will know is absurd. Then you ask, "Do you want me it this way?" or "Do you like it this way?". Keep in mind that the child may, indeed, want it that way, because being silly is fun. So if he says "yes" to the sock on his hand keep it up and put the other sock on his other hand. Create a build up and keep asking yes or no questions. When it is time to stop, if the answer is still, "yes", then you say, "Oh, I am so silly! No (model how the child says no)! It doesn't go like this!" If the child is working on higher level yes/no you can ask, "Do socks go on hands?" and other higher order questions. The Yes/No Race Level: higher yes/no skills (label, function of object, comparison, etc.) Prepare a list of yes/no questions at the level your students are working on or use yes/no question cards (see list below). Decide if the student will compete individually or in teams. Create a scoreboard with student names or team names. Be sure each child has access to their best way of expression yes/no. Using your list or cards ask each question one by one. After each question be sure to wait up to a minute. You can either play that the first correct answer wins a point or every correct answer wins a point. I find this game works better if you have everyone answer at once (thus none of the students refuses to answer just for the attention given when they don't). Whoever has most points at the end wins a prize! Guess Who? Level: higher yes/no You can play this with the commercial game, with the commercial game replacing the cards with your own or you can create your own game. To create your own you need to print out two sets of photographs of people (can be real people in your setting, celebrities or characters of books, etc). We like to make these large for our students with Low Vision. Using a velcro board or similar hang up one set of pictures. Choose a student to be "it", preferably one who is working on yes/no. Allow that child to pick a person from the second set of photo cards. Once chosen the other players ask yes/no questions and the child who is "it" answers. Be sure to have that child's best way of saying yes/no available. If the children asking the questions are non-speaking they can use communication books or devices or you can even program a series of questions onto a sequential switch such as a Step-by-Step or Smooth Talker. The "asking" children should use the means of asking that allows them the most possible independent generation of their questions. Once a yes/no question is asked and answered cards are removed from the velcro display board of photos in the process of elimination. Stop when someone guesses the person or only one person is left. Whoever guess is it, if no one guessed then the teacher picks. (Thanks to Susan Malloy, SLP for this idea.) What is it? Game Level: higher yes/no Gather a set of object or pictures. These can be related to the theme unit you are teaching (insects, planets or be common objects from around the room). Choose a child to be "it' and take him or her into the hall (or aside) and all the child to choose one thing. Go back to the group and display all the items or pictures, including the chosen one. The child who is "it" will need his or her best way to answer yes/no. The other children will need a means to ask questions that eliminate items from the array in front of them. As always speech or AAC can be used for the answering and the asking. You may need to have questions for your particular set of objects ready on communication devices/boards/switches ahead of time. As questions are asked and answered eliminate choices until someone guess correctly or one one choice is left. You can also play this with the commercial game Hed Banz, adapt the game by only having one person at a time where a Hed Banz and the others take turns answering yes/no questions of the wearer. 20Q Game Level: Higher yes/no 20Q is a commercial game it is available as a handheld electronic game, an app or online (for free). For our purposes an older version of the handheld game (yard sales, flea markets, your basement) is better, but you can adapt if needed to the newer version. 20Q operates just like the 20 Questions game most of us have played only the game does all the figuring out. The old version asks questions and gives you three possible responses "yes", "no, "it depends". The newer version has up to ten possible answers, "yes", "no", "it depends", "unknown", "irrelevant", "sometimes", "maybe", "probably", "rarely", "partly". Personally, I think that the new 20Q cheats! However you can still use it by only answering "yes", "no" and "it depends". If your students aren't ready for "it depends" you can ask them yes or no and change it to "it depends" when you enter the answer into the game. You can also rephrase questions like "Is it an abstract concept?" or just answer those yourself without reading them aloud. So long as all the students have a means of communication "yes" and "no" this game is a fun way to practice. Question of the Day Level: any This is a fun game to include in your morning meeting group. You can use a portable white board and simply write the question with a drawing and two columns or you can make your Question of the Day board all fancy. If your students are at the accept/reject level of yes/no you can make a list of 10-15 accept reject questions and cycle through them over and over. These could be things like, "Do you want the teacher to sing really loud?", "Do you want a high five?", "Do you want the paraprofessional to spin in circle ten times?", "Do you want my to give you a 3 second shoulder rub?" Then go around the room and ask each child and perform the action if he or she says yes. Tally each child (or put a picture of each child) under yes or no on your display. Overtime you can draw comparisons, "Last time 2 students wanted me to sing, how many this time?" then you can bring in counting if you would like. If your students are a higher level you can ask more abstract questions, "Are you wearing boots?" or "Is a fish an insect?" and then tally and graph responses. Yes/No Practice Apps and Software Ask Me a Yes/No Question by Super Duper for iPad and Android Autism and PDD Yes/No Questions App by Linguisystems Autism and PDD Yes/No Questions Software by Linguisystems Yes/No Question Lists and Cards Free Speaking of Speech Auditory Processing Cards SLP Materials Power Point SLP Materials Categories Yes/No Questions Yes/No Cards on Boardmaker Share (must have Boardmaker) Yes/No Question Cards from Twinkl Yes/No Question Cards from Sparklebox Yes/No Monsters Commercial K-3 Teacher Resources (requires premium membership) Yes or No Fun Deck by Super Duper Smart Kids Yes/No Questions PECS 4 Autism Yes/No Just for Adults Yes/No Questions by Linguisystems

Self advocacy in the classroom can be difficult for many ELs and students with disabilities. Help English Learners and students with disabilities develop a growth mindset by incorporating these clear visuals.For customized self advocacy charts, please email me at [email protected], ...

Phase 2 Imitating Children at the earliest developmental levels (birth to an emotional level of 2 years) will typically need the adult to utilize the techniques in Phases 1-3. Only when the child is developed emotionally to the level of 24 months will an adult use Phase 4 and then later Phase 5 with the

As a special education teacher, I created this words with suffixes resource because I recognize that many of my students need further practice with previously taught phonics skills, yet many phonics resources are too immature for their age. Within this easy-to-use resource, students can find opportunities to engage with words that end in the -er, -ful, and -ish suffixes.  This product is appropriate for students with learning disabilities, English language learners, adult learners, or grade-level students. Within this resource, find the following: A passage with numerous words with suffixes embedded about Rosa, the babysitter. The passage is graded at a Flesch-Kincaid Grade Level of 5.4 Comprehension questions to assess the level of student understanding  A suffix word sort activity and a corresponding worksheet where students categorize words with suffixes Three vocabulary worksheets that vary in difficulty (suitable for learning differentiation)  A comprehension activity that directs students to reflect on some thoughts the main character may have had in the story An answer key Do your students need further practice with additional suffixes? Check out Suffixes -al and -ive Reading Passage Word Study and Comprehension Activities resource. *Follow Roadrunner Reading to be the first to learn about new resources, upcoming sales, and free products! *Leaving feedback earns you TPT credit for future purchases and is always appreciated! xoxoxoxo Thank you for supporting teacher-preneurs! xoxoxoxo

Implementation Active Learning is more than equipment or materials. It is an approach that can be used to implement instruction in general curriculum and expanded core curriculum, and also to support therapies such as physical therapy, occupational therapy, music therapy, and speech therapy. These ideas can also be used in the home or community.Some things

These flashcard sets are ideal for speech therapy goals, building communication and language development in special education. Our printable resources are tailored for the unique needs of learners with Autism or other learning disabilities, to support visual performance. These flashcards support essential language skills and concept development. With clear, vivid images these cards cover a range of features, functions, and categories, making them an invaluable resource for early to intermediate learners. 344 flashcards bundle. Great for homeschool, elementary school settings, speech therapy and ABA therapy centers. Aligned with assessment goals - ABLLS-R (B17, B18, B19, C37, C38, C39, G12, G15, G16, G17, G23, G24, G25, G27, G29, H16, H17, P6) VB-MAPP (LRFFC 2-6, 2-7, 2-8, 2-9, 2-10, 3-12, 3-15) ................................................................................................................ Includes the following individual downloads: Features Printable Flashcards | ABLLS-R B18, C38, G12, G16, G23, H16, H17 Functions Printable Flashcards | ABLLS-R B17, C37, G15, G24, P6 Categories Classes Printable Flashcards | ABLLS-R B19 C39 G17 G25 G27 G29 You might also be interested in: First 200 Common Labels Household Items - 400 Flashcards | ABLLS-R C14, G4 Colour Sorting Photo Flashcards Requesting Interactive Communication Lotto Board – Quantified Noun Phrases ................................................................................................................

When using Edmark in a multiple disabilities classroom, it's essential to provide inclusive and effective instruction.

Today's 4th-grade science students need a new approach to reading. Remove the screens. Hand them a printable science comic. They'll thank you

Help make behavioral expectations accessible to English Learners and students with disabilities by incorporating these clear visuals.visuals, esl, ell, eld, special education, pbis, sel, social emotional, communication, ed(Artwork by Boardmaker/Tobi Dynavox)PCS is a trademark of Tobii Dynavox LLC. A...

Mad Libs Mad Libs, the classic fill-in-the-blank game, is a fantastic way to work on parts of speech. You can do this game using store-bought Mad Libs, Mad Libs or similar type activities from the internet or simply by eliminating words from a story or essay you already have. It may be helpful to create parts of speech cue cards using the color coding in the AAC system. If working in a one-to-one or small group situation you can hold up the cue card and ask the student(s) to give you a word matching the category. In a large class situation it might be ideal to go around the room asking the students to each give a word for the part-of-speech named. The fun comes in the end when you read back the silly story you have written. Silly Sentences A version of this game is available commercially, but it is easy enough to create and play on your own. You will need to create a sentence grid for each player. How you create these will depend on the needs of your students, the simples grids would be two squares labeled, “Noun. Verb.” A higher level grid would be, perhaps, five squares labeled, “Adjective. Noun. Verb. Adjective. Noun.” You may wish to use symbols on the grids and/or color code the square using the same color coding in the AAC user’s system. Laminate the grids so they can be written on with dry erase markers. You will also need a spinner that has the parts of speech used on the grids. You can use an Ablenet All-Turn-It Spinner, one of the many create your own spinner apps on an iPad, the free interactive spinner available at www.tripico.co.uk or make your own. You could also use custom dice. To play the game each player spins the spinner. If the player spins a part of speech needed for his or her silly sentence then that player names a word to fill in the box that is the correct part of speech. The player or a helper writes the named word onto the sentence grid. However, if the student names a word from the wrong part of speech the turn is lost. If the player spins a part of speech which is not needed the turn is also lost. The first player to complete their sentence wins the game. That player, or the whole group, corrects the sentence, filling in noun markers and other missing words as well as correcting verb tense and then the sentence is read aloud. Word Hunts Word Races Word races are a fun way to practice finding vocabulary on an AAC system. This activity works with two or more AAC users, a combination of AAC users and typical peers working on dictionary skills or an AAC user and an adult who is also using an AAC device for the game. A list of words is preparing, focusing on vocabulary the student needs to learn to locate. The words can be written on cards, printed out in symbol form or displayed on a computer, mobile device or interactive white board. Each word is reveled and then the participants race to find the word, AAC users on their device and typical peers in the dictionary. Two points are awarded for finding the word first and one point for finding the word in general. The winner is the player with the most points! Read the Room Read-the-room is an activity found in many early elementary classrooms. A variation of this, to promote AAC use, is to play a version where an adult or peer goes around the room and points to an item, for example the door. The AAC user then finds the word in his or her device. Another way to play is for the AAC user to have to find a word related to the item which is a named part of speech. Thus if the word were, “door” and the part of speech was verb the student may “find” the word “go”, “shut” or “slam”. Describing Games Guess Who? You can play this with the commercial game, with the commercial game replacing the cards with your own or you can create your own game. To create your own you need to print out two sets of photographs of people (can be real people in your setting, celebrities or characters of books, etc). Using a velcro board or similar hang up one set of pictures. Choose a student to be "it", preferably one who is working on yes/no. Allow that child to pick a person from the second set of photo cards. Once chosen the other players ask yes/no questions and the child who is "it" answers. Students asking the question using AAC can focus asking questions which use descriptions, “Does the person have black hair?” The player who asks the question which narrows the choices down to one option wins and is then “it” for the next round. Variations include playing "Who Passed the Gas?" using pictures of people in the room and activating a whoopie cushion as a reward for finding out who! Also using characters from a theme unit or book as the people to guess. Guess What? This game is played in a similar fashion to guess who only it uses objects instead of people. You will need two sets of identical objects, photos of objects or symbols of objects. One student is chosen to be “it” and privately selects chosen object. The full set of objects (or photos/symbols of objects) is displayed. The other players, using AAC, then ask questions using describing words to eliminate choices. Questions might be, “Is it shiny?” or “Is it big?” The player to successfully eliminate all but one choice is “it” for the next game. Magic Bag For this game you will need a large opaque bag and an assortment of objects. The adult hides an object in the bag. Then one player reaches in and handles it without taking it out of the bag. In the first version of this game the other players ask the child reaching in the bag yes or no questions using their speech devices until they guess what it is. In the second version of this game the child reaching in the bag creates descriptive statements about the object, such as “It feels cold” and the other players guess what it might be. You can also play this with the commercial “Ned’s Head” game. Where is it? For this game you need a motivating prize. One student is chosen to be “it” and hide the prize in the room while all of the other players close their eyes. No peaking! Then the players ask the chosen student yes or no questions about the location of the prize. Adults can help the students focus on using position words such as under and near in their questions. The student who is able to correct guess where the object is wins the prize. Alternate version: In this version a visual scene of a location is created using paper cut outs on a Velcro background. The scene might be a classroom, a restaurant, a store or a forest. A cut out character is also created to go into the scene. The character might be a cut out photo of a child in the class, a character from a story or a fictional creature like a leprechaun or cupid. If it were a forest there might be a rock, a tree, a stream, a bush and a stump in the scene. One child, privately, points to where they will hide the character. For students who have difficulty remembering it may help to have a picture symbol of each object in the scene so that they can hold it and refer to it as a reminder. The other players then ask questions to guess where the character is hiding. So they might ask, “Is he getting wet?” or more directly, “Is he behind a tree?” The player who guesses correctly gets to be the “hider” during the next game. Adapting Commercial Games Many commercial and traditional games can be adapted to make them learning experiences for AAC. Here are some examples. Candy Land: use the colors of the squares to ask students to find parts on speech in their AAC systems. You can do this by creating new cards to replace those that come with the game, by writing on the included cards or by writing on the squares. For example drawing a green square means the child has to find an action word on her system. Go Fish: you can create your own cards which feature core AAC vocabulary words on them. This way students will practice finding core words just to ask, “Do you have a ____?” Connect Four: Label each of the columns on the grid with a word. (Try printing on re-stick-able labels.) Students must find the word on their device to drop the piece in that column.

How to use this “First/Then” Board: Early learners and those with developmental disabilities can benefit from simple language and visual representations of the tasks they need to complete. A first/then board is used to simply and succinctly let the learner know what task needs to be done, and what they will earn or do after the task is completed. Pairing the visual icons with verbal directives such as, “First, get dressed; then, blocks” sets a clear expectation and allows the learner to visually understand what is being asked of them (referred to as using, “First/then statements” or “First/then language”). Letting a learner know what expectations are present helps them to build self-help skills and independence. Supports can be faded over time to help achieve true independence. I have included sample tasks as well as sample reinforcement items/activities. I would love to accommodate any request for personalized or custom icons for your learner. Please reach out for such accommodations. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Preparing this board: It is recommended that you laminate the board and icons. Cut out the icons and affix “soft” velcro to the back of each and affix “hard” velcro to the front of the first then board (a piece in each square on which you will place the task and reinforcer). Place extra hard velcro on the backside of the board to store all of the icons. Make copies of any of the items in case icons are lost or damaged. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• These files are for personal use for you and your own business only. You may not redistribute them or sell them as templates in any way or form. Please note, due to the nature of digital products being digital transactions, they cannot be returned; therefore, purchases are non-refundable. If you purchased a digital product and have not received it, please message me and I will be happy to assist you.

Help make the language of measurement accessible to English Learners and students with disabilities by incorporating these clear visuals.visuals, esl, ell, eld, special education, math, mathematics, measurement(Artwork by Boardmaker/Tobi Dynavox)PCS is a trademark of Tobii Dynavox LLC. All rights re...

There is no official science-backed treatment or medication to treat dyslexia. For all we know, the best way to overcome dyslexia is to adapt a new learning process as early as possible in life. We already discussed a couple of ways of doing it. Another important measure is to

This post shares tips and strategies for teaching different learning styles to meet the needs of all learners.

How can we help dyspraxic learners? Every teacher is a teacher of SEN and all teachers and support staff should be trained in quality teaching for students with SEN.

Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.

Have you heard that the brain is plastic? Brain plasticity or neuroplasticity is the brain’s ability to reorganize, change, and grow new neural pathways throughout the lifespan. But did you know that cognitive exercises can play a significant role in plasticity? This can be a game changer for individuals with dyslexia and other learning disabilities, because these learners can actually strengthen weak areas of cognition. What is Cognitive Remedial Therapy? Cognitive Remedial Therapy is an approach that uses focused cognitive activities to improve core neurocognitive abilities such as attention, working memory, mental flexibility, planning, processing speed as well as visual, auditory, sequential and simultaneous processing. Can Cognitive Remedial Therapy Erase Deficits? Much like a personal trainer can strengthen a weak tendon or muscle through targeted, repetitive workouts, a learning specialist or educational therapist can enhance and improve cognition, through focused mental exercises. There is a three step process. First, assess a student’s cognitive processing abilities. This information can be gleaned from psycho-educational or neuropsychological reports. Second, you want to define the cognitive processing weaknesses. This can be determined by locating the lowest cognitive test scores. And third, you want to implement focused exercises that commence at one’s current ability and gradually increase in difficulty. What are the Tools for Success? You can create and implement your own exercises, or you can use a bundle of activities and games created for students with dyslexia. Again, be sure to follow the three step process. First assess cognition. Second, define weaknesses. And third, implement exercises. For the best results, do the activities for 10-15 minutes, 3 times a week. Come Watch my Video on Cognitive Remedial Therapy I hope you found this helpful! Please like, share and comment on the video! Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Go Dyslexia, in Ossining, NY. To learn more about her products and services, you can go to https://godyslexia.com/, www.goodsensorylearning.com, & www.learningtolearn.biz · Blog: https://learningspecialistmaterials.blogspot.com/· YouTube Channel: https://www.youtube.com/user/warrenerica1· Podcast: https://godyslexia.com/· Store: http://www.Goodsensorylearning.com/ · Courses: http://www.learningspecialistcourses.com/· Newsletter Sign-up: https://app.convertkit.com/landing_pages/69400

I am so pleased to once again welcome Dr. Erica Warren to Minds in Bloom. Just like her post on Reading Disabilities, this post is packed with useful information to help you reach every learner in you

Kinesthetic learners like to be active, and become easily bored in a traditional classroom. Here are 14 strategies for kinesthetic learners.

Resources and ideas for teachers and caregivers of learners with severe, profound, intensive, significant, complex or multiple special needs.

Homeschooling and learning disabilities, a combination that you’ll hear often in the home education community. In fact, it’s one of the biggest reasons why parents choose to homeschool their children. Although learning disabilities often get put under a negative light in the school system, that’s genuinely not the case. In this post, I’d like to …

Dyslexia may affect up to 20% of the U.S. population when you consider those undiagnosed. Read on to learn more about dyslexia tips for adults.

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Resonance Board By: Dr. Lilli Nielsen The Resonance Board is made of 4 mm plywood size 150 x 150 cm (120 x 120 cm if the child is very small.) Along the edge of the underside you apply a wooden strip, which is 2 x 2 cm. It is very important to apply the strip

What is twice exceptional. Why it matters and how we as educators can recognise and support twice exceptional (2e) learners in our classroom.