This document provides guidance on instructional materials, vocabulary, lesson content, and assessment for students with special needs. It suggests that teachers take existing lesson plans and modify them with accommodations to help special education students succeed. Teachers are encouraged to carefully select instructional materials that students can see, hear, or touch to maximize learning. They should also introduce new vocabulary before lessons, engage students in lessons, and provide alternate forms of assessment for students with special needs.

1. What are the Instructional Materials for Different Disabilities ?
Accommodations for Students with Special Needs
Teacher Checklist to Maximize Accommodations
Rarely are there specific lesson plans for special education. Teachers take existing lesson plans and provide either accommodations or modifications
to enable the student with special education to have optimum success. This tip sheet will focus on four areas where one can make special
accomodations to support students with special needs students in the inclusive classroom. Those four areas include:
1.) Instructional Materials
2.) Vocabulary
2.) Lesson Content
4.) Assessment
Instructional Materials:
Are the materials you select for the instruction conducive to meeting the child(ren) with special needs?
Can they see, hear or touch the materials to maximize learning?
Are the instructional materials selected with all of the students in mind?
What are your visuals and are they appropriate for all?
What will you use to demonstrate or simulate the learning concept?
What other hands on materials can you use to ensure that the students with needs will understand learning concepts?
If you are using overheads, are there extra copies for students who need to see it closer or have it repeated?
Does the student have a peer that will help?
Vocabulary
Do the students understand the vocabulary necessary for the specific concept you are going to teach?
Is there a need to focus first on the vocabulary prior to starting the lesson?
How will you introduce the new vocabulary to the students?

2. What will your overview look like?
How will your overview engage the students?
Lesson Content
Does your lesson focus completely on the content, does what the students do extend or lead them to new learning? (Wordsearch activities
rarely lead to any learning)
What will ensure that the students are engaged?
What type of review will be necessary?
How will you ensure that students are understanding?
Have you built in time for a breakout or change in activity?
Many children have difficulty sustaining attention for lengthy periods of time. Have you maximized assistive technology where appropriate for
specific students?
Do the students have a element in choice for the learning activities?
Have you addressed the multiple learning styles?
Do you need to teach the student specific learning skills for the lesson? (How to stay on task, how to keep organized, how to get help when
stuck etc).
What strategies are in place to help re-focus the child, continue to build self-esteem and prevent the child from being overwhelmed?
Assessment
Do you have alternate means of assessment for students with special needs (word processors, oral or taped feedback)?
Do they have a longer time lines?
Have you provided checklists, graphic organizers, or/and outlines?
Does the child have reduced quantities?
InSummary

3. Overall, this may seem like a lot of questions to ask yourself to ensure that all students have maximized learning opportunities. However, once you
get into the habit of this type of reflection as you plan each learning experience, you will soon be a pro at ensuring the inclusional classroom works as
best as it can to meet your diverse group of students which are found in most classrooms today. Always remember, that no 2 students learn the
same, be patient and continue to differentiate both instruction and assessment as much as possible.
About Spelling
What to Look For in a Spelling Program
The Do's and Don'ts of Spelling
First of all, please note that very little research is available regarding the teaching and acquisition of spelling skills. However, evidence of good
practice is. Many teachers have developed the tried and true strategies to help their students become better spellers. Here is what they say
and do:
Do have a wordwall.
Don't forget to change the words.
Word walls provide a great strategy for young learners to see and write the words they need, when they need them. Change the words as needed
throughout the year to ensure maximum learning. Use it all year, refer to it often and make sure the words are relevant to their learning throughout
the year. Wordwalls will benefit students in kindergarten to the 3rd grade. However, they can be used in the inclusional classroom at any grade.
Word wall words should be alphabetized to help children locate the word they need quickly.
Do provide spelling lists that meet the weekly/monthly needs.
Don't use those traditional spelling texts.
Students need to be able to spell the words they need to write. Therefore their spelling lists need to be connected to other things that are currently
being taught. For instance, if you are teaching transportation, the spelling words should be those that they need to know like: fast, slow, air,
ground, fly, train etc. Have your students brainstorm the list of words they need to learn on a regular basis. Everyday words should be included in
their word walls. Words that have certain patterns are good to learn as well. These would be the word families and words with similar patterns like
through, enough, etc. I can't find any research to indicate that spelling texts lead to improved spelling ability or new learning.
Also, note that word searches, alphabetizing words, writing words out rarely leads to new learning or improved spelling ability. Applying words in
authentic situations is much more worthwhile.
Do focus on the 44 sounds throughout the year.
Don't just focus on the long and short vowels and beginning and ending consonants.
When you think about ape and apple, long and short come to mind. However, what about the a sound in star and in jaw? Is it long or short? If
you're teaching about some of the spelling patterns, be aware of the 44 different sounds.

4. Do provide strategies to help them spell.
Don't bother with weekly spelling tests.
Help students recognize spelling patterns, generalizations and some of the basic rules. When students write, have them circle the words
they're uncertain about. This will help them learn them. Spelling tests only support short term memory and don't tend to lead to permanent
learning. Help them to notice the patterns and help them to make connections. (If funny has 2 consonants, how do you think bunny and runny
would be spelled? Prompt children to identify the patterns) Do use spelling patterns, everyday words and theme based words focused on your
specific curricular area. Although some children enjoy the weekly spelling tests, others spend far too much time memorizing words and all too
often forget them. The weekly spelling test tends to only be a test of short term memory.
Don't over emphasize spelling rules. Remember that thinking is more important than memory and leads to more permanent learning. There
are also many exceptions to the spelling rules so choose the rules you teach carefully.
The 44 Sounds in Spelling
When considering a spelling program and how to best help children learn the sounds of the English language. Remember to choose words that help
them understand all of the 44 sounds. (19 vowel sounds including 5 long vowels, 5 short vowels, 3 dipthongs, 2 'oo' sounds, 4 'r' controlled vowel
sounds and 25 consonant sounds).
The following lists provides you with sample words to teach the sounds in the English language.
The 5 Short Vowel Sounds
short -a- in and, as, after
short -e- in pen, hen, lend
short -i- in it, in

5. short -o- in top, hop
short -u- in under, cup
The 6 Long Vowel Sounds
long -a- in make, take
long -e- in beet, feet
long -i- in tie, lie
long -o- in coat, toe
long -u- (yoo) in rule
long -oo- in few, blue
The R-Controlled Vowel Sounds
-ur- in her, bird, and hurt
-ar- in bark, dark
-or- in fork, pork, stork
The 18 Consonant Sounds
c, q and x are missing as they are found in other sounds. (The C sound is found in the k sounds and in the s sound in words like cereal, city and cent.
The Q sound is found in 'kw' words like backwards and Kwanza. The X sound is also found in ks words like kicks.)
-b- in bed, bad
-k- in cat and kick
-d- in dog
-f- in fat
-g- in got
-h- in has
-j- in job
-l- in lid
-m- in mop
-n- in not
-p- in pan

6. -r- in ran
-s- in sit
-t- in to
-v- in van
-w- in went
-y- in yellow
-z- in zipper
TheBlends
Blends are 2 or 3 letters combined to form a distinct spellingsound.
The blends sounds:
-bl- in blue and black
-c- in clap and close
-fl- in fly and flip
-gl- in glue and glove
-pl- in play and please
-br- in brown and break
-cr- in cry and crust
-dr- in dry and drag
-fr- in fry and freeze
-gr- in great and grand
-pr- in prize and prank
-tr- in tree and try
-sk- in skate and sky
-sl- in slip and slap
-sp- in spot and speed
-st- in street and stop
-sw- in sweet and sweater
-spr- in spray and spring
-str- in stripe and strap

7. The 7 Digraph Sounds
-ch- in chin and ouch
-sh- in ship and push
-th- in thing
-th- in this
-wh- in when
-ng- in ring
-nk- in rink
The Other Special Sounds Including Dipthongs
-oi- in foil and toy
-ow- in owl and ouch
short -oo- in took and pull
-aw- in raw and haul
-zh- in vision
Spelling Diagraphs
Word Walls
How To Use a Word Wall
Effective Use of Word Walls and Word Cards
From Sue Watson, former About.com Guide
See More About
homonyms

8. phonics
printing
worksheets
Find how how to use word walls or word flash cards. Learning to read is key to a child's future success and when we discover reluctant readers or
non-readers, we are usually quick to assess the methods that will provide success. Although a good early reading program consists of phonics,
listening/thinking, letter formation, letter sounds, real reading, and sight words, this article will focus on the importance of phonics using word walls
and or word cards.
Phonics is mainly concerned with sounds, learning letter formation, blending sounds and the ability to identify sounds in words. Learning the sounds
of letters leads children to the next step - applying the sounds including the blends to hear the words. When main letter sounds are known, the child
applies this knowedge to words. For instance, if the popular sounds are learned first (s, t, m, r, ,c, f) etc. the knowledge is then in place for a child to
recognize, cat, fat, mat, sat, rat etc.)Word walls can be used from Kindergarten to the eighth grade.
A child needs a set of word cards - or word walls should be in place. Begin with the 'Dolch' words at the appropriate level. Also use the word family
cards to extend word knowledge. Again, beginning with the easiest level first.
Activities for the use of Word Cards/Walls
Put the words in alpha order as each is said aloud.
Print a rhyming word for 10 of the word cards or word wall words.
Use the cards in a flash game with a partner.
Put the cards in piles - those you can add an 's' to and those you can't.
Write a word wall story, see how many of the words you can use.
Use a timer to see how fast the words can be read.
Change 1 or 2 of the letters of to see if new words can be made.

9. Write in a journal and underline the word wall/card words.
How many different ways can you add or take away a letter to make new words, i.e., ten - tent - then.
Children must state 5 facts or ask 5 questions begining with their chosen word cards/wall words.
The goals for word wall or word card activities are: being able to read common and word family words accurately and quickly; being able to spell the
word card/wall words and self assessing the spelling and reading of the words.
Parent connections are extremely valuable in the reading process. Give parents a list of high frequency (Dolch) words and the word families with a
few strategies to support reading at home.
Printable Word Wall Words
Activities for Flash Word Cards and Word Walls
List 1
a and
away big
blue can
come down
find for
funny go
help here
in is
it jump
little look
make me
one play

10. my not
red run
said see
the three
to two
up we
Phonics, Letters and the Alphabet
Phonics Worksheets
Print the Letter A

11. Dolch Cloze Worksheets
Name____________________________
1. I have a __ __ __ hat. (red, the, fun)
2. My __ __ __ has a tail. (arm, let, dog)
3. I can __ __ __ fast! (tan, run, let)
4. Do you like __ __? (do, hi, me)
5. How are __ __ __? (fun, hat, you)
6. __ __ __ __ with me. (play, door, look)
7. Where is my __ __ __ __? (tall, door, book)
8. Can I __ __ __ __? (some, fall, come)

12. 9. Close the __ __ __ __. (took, door, ball)
10. Can you __ __ __ me? (and, fan, see)
11. Let me __ __! (hi, go, it)
12. __ __ __ __ at the dog. (find, snow, look
Rhyming Words
All word families.
'ack' back, black, crack, pack, quack, rack, sack, snack, stack, tack, track, whack.
'ad' ad, dad, fad, glad, grad, had, lad, mad, pad, rad, sad, tad.
'ail' fail, hail, jail, mail, nail, pail, rail, sail, snail, tail.
'ain' brain, chain, drain, gain, grain, main, pain, plain rain, stain, strain, train.
'ake' bake, cake, flake, make, rake, take.
'ale' bale, male, pale, scale, tale, whale.
'all' ball, call, fall, hall, mall, small, tall, wall.
'am' am, ham, jam, slam, spam, yam.
'ame' blame, came, flame, frame, game, lame, name, same, tame.
'an' an, ban, can, fan, man, pan, plan, ran, tan, van.

13. 'ank' bank, blank, crank, drank, plan, sank, spank, tank, thank, yank.
'ap' cap, clap, flap, gap, lap, map, nap, rap, sap, slap, scrap, tap.
'ar' are, bar, char, car, far, jar, par, scar, cigar, guitar.
'ash' ash, bash, cash, crash, dash, flash, gash, hash, mash, rash, sash, slash, smash, splash, trash.
'at' at, bat, brat, cat, fat, hat, mat, pat, rat, sat, spat, tat, that, vat.
'aw' claw, draw, flaw, jaw, law, paw, straw, thaw.
'ay' away, bay, clay, day, gay, gray, hay, lay, may, okay, pay, play, way, spray, stay, tray, way.
Letter Sound and Alphabet Worksheets
Checklist for Readers ages 3-5 years
Reading Strategies
From Sue Watson, former About.com Guide
See More About
struggling readers
literacy
worksheets
phonics
Reading comprehension and reading strategies are key to success. Early diagnosis of learning disabilities is crucial to helping with the skills of
reading. Here's a checklist to determine if your child/student is at an expected level of development.

14. 1. ____ The child enjoys being read to and has expressed an interest in favorite books.
2. ____ The child is able to sit a listen to stories being read to him/her and takes an interest in the illustrations.
3. ____ The child pretends to read by holding the book correctly, turns the pages and makes reference to the story from memory and from the
pictures.
4. ____ The child recognizes his/her own name and knows some of the letters of the alphabet.
5. ____ When prompted, the child recalls events in the story.
6. ____ The child enjoys participating in songs, chimes, chants, poems and storybook times.
7. ____ The child chimes in on familiar or predictable stories.
8. ____ When prompted the child can distinguish the beginning, middle and end of the story.
9. ____ Some children will have sound-symbol correspondence, they'll know that the 'B' is what the word ball begins with.
10.____ Is beginning to recognize similarities and differences between stories or characters.
If you've checked most of the boxes, there's nothing to worry about. However, if the child isn't displaying many of the readiness for reading
characteristics, the child may be showing signs of having language delays or a learning disability. Refer to some of the helpful 'Suggested Reading'
on this page to guide you.
Reading Disability Checklist 4-6 Years
Reading Comprehension
From Sue Watson, former About.com Guide
See More About

15. phonics worksheets
spelling
struggling readers
teacher strategies
Reading comprehension and effective reading strategies are critical to the reading process. Early diagnosis of learning disabilities is crucial to helping
with the skills of reading. Here's a checklist to determine if your child/student is at an expected level of development.
1. ____ The child enjoys being read to and has expressed an interest in favorite books.
2. ____ The child is able read some environmental print that he/she's exposed to: stop signs, McDonalds signs etc.
3. ____ The child pretends to read and uses the illustrations to guide reading.
4. ____ The child recognizes letters and sounds of the alphabet. When prompted with: what is the beginning sound of bat, the child knows 'b' or,
what is the ending sound of bat and the child knows 'p'.
5. ____ The child has memorized familiar books and reads these from memory. (Note: memory reading is an early stage of reading, at this stage it's
important to write some of the words on cards and get the child to start identifying words from the story in isolation.)
6. ____ The child enjoys participating in songs, chimes, chants, poems and storybook times.
7. ____ The child chimes in on familiar or predictable stories.
8. ____ The child is able to make predictions about what might happen in the story based on what has happened - making connections is part of
comprehension.
9. ____ The child will have fun with words and provide rhymes both real and nonsense type. For instance: right rhymes with tight, fight and 'grite'.
The child selects rhyming words and makes up rhyming words. Seuss books are helpful at this stage.
10.____ Is beginning to recognize similarities and differences between stories or characters and provides rational regarding the similarities and the
differences.

16. If you've checked most of the boxes, there's nothing to worry about. However, if the child isn't displaying many of the readiness for reading
characteristics, the child may be showing signs of having language delays or a learning disability. Refer to some of the helpful 'Suggested Reading'
links on this page to guide you.
Reading Comprehension Rubric
How to Assess Reading Comprehension

18. Comprehension Rubric
In order to determine if a struggling reader is becoming proficient, you'll need to watch carefully to see if they exhibit characteristics of competent
readers. These characteristics will include: making effective use of cueing systems, bringing in background information, moving from a word by word
system to a fluent reading for meaning system. The rubric below should be used on each student to help ensure reading proficiency.
Capitalization Rules
From Sue Watson, former About.com Guide
See More About
how to use capital letters
using capital letters help
Sentences:
Capital letters should always be used for the beginning of sentences and questions.
Titles:
Capital letters always need to be used for titles and proper names.
Countries, Cities, Towns, Lakes, Rivers etc.:
All kinds of places require capital letters. Notice how all maps contain capitals on cities, streets and towns?
Calendar:
The names of the days and months also must be capitalized.
Books and Poems:
Titles of books and poems have capitals. Book covers also have capital names.
Brands:
Religious titles, brand names and companies also need capital letters.

19. Mr. Mrs., Ms., Miss:
Always use capitals when addressing people by Mr, Miss etc.
Summary:
Free Capital Letter Worksheets Students with learning disabilities often need intervention and practice with grammar. Be sure to provide opportunity
for direct teaching and self-correction when working with the many grammar rules.
Notice all of the capital letters I need to use in the following paragraph:
One day during the month of June, Mrs. Jones took my 3 brothers Jake, Andy and James shopping. She drove them to the shopping plaza on John
Street in Chicago. The Glen Echo shopping plaza is just past the Green River Bridge. My brothers bought lots of books at Chapter's Book Store.
They couldn't wait to get home and begin reading their books.
Capital Letters Worksheet # 1 of 4

21. Deafness and Hearing Loss
From Sue Watson, former About.com Guide
See More About
hard of hearing
supporting deaf
hearing disabled
A student/child with deafness or hard-of-hearing disabilities has deficitis in language and speech development because due to a diminished or lack of
auditory response to sound. Students will demonstrate varying degrees of hearing loss which often results in difficulty acquiring spoken language.
When you have a child with hearing loss/deafness in your classroom, you need to be careful not t

22. o assume that this student has other developmental or intellectual, delays. Typically, many of these students have average or better than average
intelligence.
Characteristics Found in the Classroom:
Difficulty following verbal directions
Difficulty with oral expression
Some difficulties with social/emotional or interpersonal skills
Will often have a degree of language delay
Often follows and rarely leads
Will usually exhibit some form of articulation difficulty
Can become easily frustrated if their needs are not met which will lead to some behavioral difficulties
Sometimes the use of hearing aids leads to embarassment and fear of rejection from peers
What Can You Do?
Many students with hearing disabilities will have some form of specialized equipment recommended by the audiologist - help the child to feel
comfortable with his/her device and promote understanding and acceptance with other children in the class
Remember that devices DO NOT return the child's hearing to normal
Noisy enviroments will cause grief to the child with a hearing device and noise around the child should be kept to a minimum
Check the device often to ensure it is working
When using videos - make sure you get the 'closed captioned' type
Shut classroom doors/windows to help eliminate noise
Cushion chair bottoms
Use visual approaches whenever possible
Establish predictable routines for this child
Provide older students with visual outlines/graphic organizers and clarification
Use a home/school communication book
Enunciate words clearly using lip movement to assist the child to lip read
Keep close proximity to the student
Provide small group work when possible
Make assessment accommodations to enable a clear picture of demonstrated academic growth
Provide visual materials and demos whenever possible.

23. Language will be the priority area for students who are deaf or hard of hearing. It is the basic requirement for success in all subject areas and will
influence the student’s comprehension in your classroom. Language development and its impact on the learning of students who are deaf or hard of
hearing can be complex and difficult to attain. You may find that students will need interpreters, note-takers, or educational assistants to facilitate
communication. This process will usually require external personnel involement.
Teaching Writing
From Sue Watson, former About.com Guide
See More About
ideas to teach writing
writing intervention
oral activities to promote writing
Sometimes children with language and/or learning disabilities struggle with writing activities. Often, this is due to the lack of previous oral experience.
Children need lots of experience orally before putting their thoughts and ideas to print. Play lots of games orally first and keep these oral activities
enjoyable.
Types of Oral Activities that Will Support Writing:
1. Expand my sentence. For this activity, you start with a basic sentence and take turns expanding the sentence.

24. For instance:
Person 1: "I have a dog."
Person 2: "I have a big dog."
Person 1: "I have a big black dog."
Person 2"I have a big, black dog named Dodger."
Person 1"I have a big, black dog named Dodger who loves people.
2. Another activity that can be done orally is to take any object or item and tell as much about it as possible.
For instance: Dogs are friendly. Dogs are furry. Dogs like to eat bones. Dogs can really hear well. (When the child exhausts everything they know,
you move to a different object/item or topic)
3. To help children understand the 4 types of sentences, you will want to help them understand what they are:
Declarative, which makes a statment:
Close the door.
Imperative, which expresses a command:
Finish eating your dinner.
Interrogative, which asks a question:
Would you like to go to the park?
Exclamatory, which makes an exclamation:
That roller coaster ride was really scary!
Take turns orally making sentences while the other states what type of sentence it is, or give the type of sentence and get the child to come up
with that type of sentence. However, keep the oral language fun and as the child progresses, written language is the next logical step.
Sub-Departments in Low Vision Products

25. Low Vision Products
Hi there! Thanks for dropping into our low vision clinic. Whether you're just beginning to lose your vision, or expect to be totally blind in a matter of
months, we have a variety of helpful tools to make the most of every bit of sight you do have. Come on - give us a few minutes of your time, and we'll
show you what we have to offer.
Pocket Magnifiers
Arguably the most popular type of magnifying glasses out there, pocket magnifiers afford the user quick, discreet visual help whenever it's needed.
With everything from illuminated credit card magnifiers - to powerful pocket readers - to a handy dandy magnifier that'll fit right onto your keychain,
this section is a must-visit for helpful tools that won't break the bank.
Reading Magnifiers
If you've always been a real bookworm, or have to do a lot of studying, you'll be blown away by what a couple of these magnifiers can do for you! We
have lighted portable readers, full-page magnifiers, and hand-held magnifiers of all shapes and strengths, lit or not. Go ahead ... Grab one or two of
these - and bring the joy back to devouring the printed word, free from all that squinting and eyestrain!
Stand Magnifiers
A practical and useful addition to the desk of any visually impaired person is one kind or another of a stand magnifier. Once you find a model that's
right for you, you can comfortably work for long periods of time, hands-free, while your magnifier sits faithfully in place. Most of these magnifiers are
fully-adjustable, meaning you can position the lens and/or light just so, then turn page after page (or work on whatever else you typically do at home,
work or play) while benefiting from premium magnification.
Loupe Magnifiers
A loupe is simply a special type of magnifier, typically designed for high-powered magnification. It has a small lens designed to be put right up to the
eye, and can sometimes be attached to a pair of glasses. Loupes are commonly used by jewelers to examine expensive gems, electricians to repair
complex circuitry, and so on. But the less powerful ones are also helpful for reading and other regular activities. Our pocket-sized loupes in particular
are so small that it's practical to stick one into your pocket or purse, and pull it out for quick sneak-peeks now and again.

26. Writing Supplies
Writing out letters, checks, or quick notes gets a lot easier with these simple yet effective handwriting aids. We've got stationery with raised lines,
easy-see pens, and writing templates for all common uses.
Departments
Sub-Departments in Toys and Games
(14 products on this shelf.)

27. Metal Harmonica
Play Songs by Sliding Side-to-Side as You Blow
Tell Me More

28. Plastic Kazoo
Mini Megaphone for Kids of All Ages

29. Plastic Flute
Play Simple Tunes with This Six-Note Instrument
Tell Me More

30. Jingle Band
Cloth Bracelet with Four large Bells Attached
Available Colors: Assorted, or Christmas

31. Plastic Jambourine
Small Drum with Miniture Jingling Discs Inside
Item Number: 3426
Tell Me More

32. Wooden Tambourine
Six-Inch Hollow Drum with Jingle Discs All around
Tell Me More

33. Plastic Maraca
The Favorite Mexican Rattle, Shaped Like a Gord
Tell Me More

34. Gripper Shaker
Quality Egg-Shaped Wood Rattle for Baby or Toddler
Tell Me More

35. Plastic Whistle
Blow for Fun or to Get Help, Has Clip for Keychain

36. Water Bird Call
Blow Whistle to Hear Calls of Favorite Birds

37. Duck Call
Temporarily out of stock. Usually ships in Late January.
Blow Into the Back - and Make the Duck Quack

38. Balloon Whistle
Blow Up Balloons with this Tiny Whistling Rattle

39. Whistle Magnifier
Two-in-One Toy Great for Visually Impared Children

40. Squeeze Toys
Textured Bath Toys that Make Noise, Too
Sub-Departments in Braille Workshop
Grade 1 Braille ... Grade 2 Braille ... What on earth are you talking about?
"Once you learn to read, you will forever be free." - Fredrick Douglas.

41. ABC's of Braille
(10 products on this shelf.)
Braille Flash Cards
A Fun and Easy Way for Everyone to Learn Braille

42. Braille Alphabet Magic
Pop-Up Board to Help Sighted Folks Learn Braille

43. Braille for the Sighted
Includes Print Book and Raised Braille Exercises

44. Braille Alphabet Chart
Large Poster for Learning or Showing Braille

45. Braille Alphabet Tray
Plastic Plate with Raised Letters and Numbers

46. Grade 2 Braille Flash Cards
Practice Contractions with this Big Box of Cards

47. Sign Language Flash Cards (Brailled)
26 Cards Feature Print, ASL, and Braille Letters

48. Sign Language Reference Cards, Twelve-Pack
Detailed ASL Reference for the Basics - and Beyond
Covered
1. Identifying and writing numbers to 99 1-3, depending on mastery
2. Identifying more or less with objects 1-3, depending on mastery

49. 3. Sequencing numbers 3
4. Using <, >, = symbols 1-3, depending on mastery
5. Skip counting by 10s, 5s, 2s 1-3, depending on mastery
6. Introduction to place value 3: cannot skip any
7. Identifying operations 1-3, depending on mastery
8. Place value 0-50 1-3, depending on mastery
9. Writing number sentences 1 and 2 must be completed; 3 depends
on mastery at day 2
10. Place value 0-99 3
11. Addition facts to sums of 18 1-4 must be completed; 5-6 depends on
mastery at previous day
12. Subtraction facts to minuends of 18 1-4 must be completed; 5-6 depends on
mastery at a previous day
13. Review of addition and subtraction
facts
1-3, depending on mastery
14. Missing addends 1-3, depending on mastery
15. Place value 1-3, depending on mastery
16. Two-digit addition with no regrouping
1-3 must be completed; 4-6 depends on
mastery at previous day
17. Two-digit subtraction with no
regrouping
1-3 must be completed; 4-6 depends on
mastery at previous day
WHY TEACH TOUCHMATH TO
STUDENTS K–3 WITH SPECIAL NEEDS?
What if your students with special educational needs could compete with their peers in general education classrooms? Suppose you could help them
develop a positive attitude about math and raise math test scores across the board at your school?

50. Sound impossible? Not according to Elizabeth De Fazio, a special education teacher in the Los Angeles Unified School District (LAUSD) and one of
2,000 special education professionals trained in TouchMath as part of a district-wide initiative.
Leveling the playing field.
"Typically, what I hear back from teachers in the general education classrooms is 'yes, your child did really well on this area of the test, and yes, they
were using TouchMath,'" says De Fazio.

51. Upper grades

53. Braille
By Maggie
Read a real life story about a person who is blind.
Braille is a way for people who are blind to be able to read. It uses a system of six dots in different patterns. Each pattern of dots
represents a different letter of the alphabet. The dots are raised up on paper, like little bumps, and the person who is blind "reads" these
bumps with their fingertips. The bumps stand for the same letters no matter which language you are reading. Braille was invented by a boy
named Louis Braille when he was only fifteen years old.
Louis Braille was born in 1809 in a small town called Coupvray, near Paris, France. When Louis was only three years old, he had an
unexpected accident and became blind. It all started when Louis was in his father's workshop, and he was trying to be like his father and
use his father's tools. Louis picked up a tool called an awl (which is a sharp tool used for making holes).
Question: How do you think Louis Braille became blind?
A. Louis accidentally let the awl tool slip from his hand, which landed in his eye. It became infected.
B. The awl chipped out a large piece of wood which flew into his eyes.
C. Louis dropped the awl on his cheek, and the infection was bad and spread to his eyes.
Now that Louis was blind, he needed to go to a new school. Children who were blind were not allowed in regular school back then. Learning the
regular way was now impossible for Louis. It was a hard life. But that all changed when Louis was ten years old and got a scholarship to
the Royal Institution for Blind Youth. But even there, Louis had a hard time. There were only fourteen books at the school library, all of
which had large, raised letters, and they were extremely hard to read.
In 1821, a former soldier named Charles Barbier visited the school. He brought an invention called night writing. Night writing was a
code of 12 raised dots. This code was usually used for communication in wartime, and it let the soldiers get a message across a battlefield without
speaking. The code turned out to be too hard for the soldiers to use, but it wasn't too hard for twelve-year-old Louis! Louis decided that this would be
a great way for people who are blind to be able to read.

54. Soon, Louis changed the complicated twelve-dot code into a more simple six-dot code. Sixteen years later, in 1937, Louis published the
first Braille book ever. But Louis didn't stop with just letters. He also made Braille symbols for math and music.
Each Braille letter is kind of like the six-sided dice. One, two, three, four, five, or six dots. There are two columns with three rows. You can
mix them up in many different ways to make a letter. Most of the time at least one place where a bump could be is empty. You could have only one
bump on the top left, and that would be the letter A.
It took a while for the Braille method to catch on, but soon it was used in many places. It wasn't until after Louis died though, that his old school, The
Royal Institution for Blind Youth, began teaching it to all their students.
Braille became common worldwide in 1886 after a group of British men, working for a place now known as the Institute for the Blind, took up the
cause. Today, Braille is used in practically every country. Braille books now have double-sided pages which saves a lot of space and paper and
helps them to be smaller and easier to carry. Braille is used so that people who are blind can read, but it is also often used on signs, which help
people who are blind get around better. The next time you're in an elevator, notice the Braille numbers underneath the regular ones. Most important
of all, it helps people who are blind communicate on their own.
Just as regular technology has come a long way over the years, Braille technology has really changed too. We now have many new tools that help
people who are blind read things on their computers and machines that produce books in Braille. Some of the devices are very simple and others are
really complicated. But all these new machines help people who are blind to do their schoolwork, work at their jobs, and communicate better with
everyone.
The slate and stylus are portable and easy to use just like a pencil and paper. They are used so that people can write in Braille. The slate is a piece
of paper between two plastic pieces with little holes in it. The holes are the same size as Braille dots would be. The stylus is an object that looks like
a needle with a wooden or plastic grip. You use the stylus to punch holes in the slate. The plastic on the slate keeps the stylus from punching too far
and making holes in the paper. Instead, if you do it right, you get raised dots on the other side of the paper. This is Braille writing.
The Braille Writer is basically like a regular typewriter. It has six keys, one for each Braille cell, a
spacebar, and a backspace key. When you press a key, the key is connected to a little metal bar with a
stamp with the dots on it. The key then presses on the paper and indents the paper with the correct
amount and position of Braille bumps, or dots. Then if you turn over the paper, you have raised bumps.
But what if someone who is blind needs to print something off his or her computer? They would use a

55. Braille printer. Like a Braille typewriter, it doesn't use any ink. Instead of printing flat words, a Braille printer prints raised Braille bumps. People who
are blind use something called a Braille Display to help them use a computer. A Braille Display translates the words on the computer screen into
Braille on a special keyboard so that the person can "read" the screen as they use the computer.
If you would like to make real Braille, get a pillow or soft object, pencil, and paper. Put the piece of paper on the pillow, and poke the pencil into the
paper until you know a tiny bump has emerged on the other side of your paper. You should have texture on the other side of the paper. Don't poke
too hard or you'll just make a hole. Try making real sentences.
I hope you learned a lot about Braille!

56. ..Braille Alphabet and Numbers...
Braille Alphabet:
a b c d e f g h i
j
k l m n o p q r s t
u v w x y z
! ' , - . ? Capital
Numbers:
# 0 1 2 3 4 5 6 7 8 9
American Sign Language (ASL)

57. The Alphabet

58. Numbers
Riddles
1. I have a face, yet no senses.
Time is of the essence,
but I don't really care.
Answer:
A clock
2. Voiceless it cries,
Wingless it flutters,
Toothless bites,
Mouthless mutters.
Answer:
Wind

59. 3. What has roots as nobody sees,
Is taller than trees,
Up, up it goes,
And yet never grows?
Answer:
A mountain
4. Little Nanny Etticoat
In a white petticoat
And a red nose
The longer she stands,
The shorter she grows.
What is she?
A candle
5. Thirty white horses upon a red hill,
Now they tramp, now they champ, now they stand still.
Answer:
Your Teeth
6. Lives in winter,
Dies in summer,
And grows with its root upwards.
Answer:
An Icicle

60. 7. I run
But I can't walk
What am I?
Answer:
Water
 Where do cows go on Saturdays?
Answer: To the...
moovies!
 What is a snake's favorite school subject?
Answer:
Hisssstory
 What goes up when the rain comes down?
Answer:
An umbrella!
 What does a lazy dog do for fun?
Answer: Chases...
parked cars!
 Why did the dinosaur cross the road?
Answer: To get to the...

61. museum!
 How do you keep a rhinoceros from charging?
Answer: Take away its...
credit cards!
 What did thedog say when he sat on the sandpaper?
Answer:
Ruff ruff!
 What time is it when the clock strikes 13?
Answer: Time to...
Fix the clock!
 Why are Teddy Bears never hungry?
Answer: Because they're always...
Stuffed!
 What is a monkey's favorite month?
Answer:
Ape-ril!
Truth or Lie?
After you read each of the following statements, select Truth or Lie. When you're
finished, click "Am I Right?" at the bottom to find out whether you were correct!
1. People with learning disabilities aren't smart.
Truth
Lie

62. 2. People who can't hear can use the telephone.
Truth
Lie
3. You can catch a disability.
Truth
Lie
4. People with cerebral palsy always have mental retardation.
Truth
Lie
5. People who use wheelchairs can't play basketball.
Truth
Lie
6. People who are blind can read.
Truth
Lie
7. People with mental retardation can get jobs.
Truth
Lie
8. People with disabilities can't live by themselves.
Truth
Lie
9. People who can't hear don't watch TV.
Truth
Lie
10. People with disabilities can vote.
Truth
Lie
Am I Right?

63. Truth or Lie?
After you read each of the following statements, select Truth or Lie. When you're
finished, click "Am I Right?" at the bottom to find out whether you were correct!
1. People with learning disabilities aren't smart.
Truth
Lie
Congratulations! This is the correct answer.
You probably already knew that people with learning disabilities have normal or above
normal intelligence. Did you know that George Bush, Tom Cruise, and Greg Louganis
have learning disabilities?
2. People who can't hear can use the telephone.
Truth
Lie
Good job! This is the correct answer.
Using a Text Telephone (TT), people with hearing impairments can communicate with
just about everyone through telephone lines.
3. You can catch a disability.
Truth
Lie
Superb! This is the correct answer.
Disabilities are not illnesses, so you can't catch them.
4. People with cerebral palsy always have mental retardation.
Truth
Lie
Sorry! Your answer is not correct.
Although people with cerebral palsy may have limited control of their arms and legs,
most have full intellectual capabilities.
5. People who use wheelchairs can't play basketball.
Truth
Lie
Sorry! Your answer is incorrect.
Many people with physical disabilities participate in organized basketball programs.
6. People who are blind can read.
Truth
Lie
Terrific! This is the correct answer.
People who are blind often read materials in Braille or use talking books.

64. 7. People with mental retardation can get jobs.
Truth
Lie
Terrific! This is the correct answer.
Did you see Chris Burke, an actor who has Down Syndrome, when he appeared on the
TV show Touched by an Angel?
8. People with disabilities can't live by themselves.
Truth
Lie
Awesome! This is the correct answer.
With support from different adapted devices (such as door bells that light up for people
who are deaf), most people with disabilities can live by themselves. Some people may
need support from friends or family members, but they could still live in their own home.
9. People who can't hear don't watch TV.
Truth
Lie
Magnificent! This is the correct answer.
The words you sometimes see at the bottom of the television screen are the closed
captioning that help people who can't hear know what is said during TV programs.
10. People with disabilities can vote.
Truth
Lie
Extraordinary! This is the correct answer.
In fact, many people with disabilities have been elected or appointed to political office.
President Franklin Roosevelt used a wheelchair because his legs didn't work well after
he had polio. Senator Robert Dole did not have the use of one hand after an injury
during World War II. Robert Williams, former Commissioner of the Administration on
Developmental Disabilities within the U.S. Department of Health and Human Services,
uses an electronic communication device to give speeches because he doesn't have
good control of the muscles needed to talk.
Disability Awareness Crossword
How much do you know about different disabilities? Print out the puzzle below and
complete it with your friends or family to find out!
Ask your parents if you can access a printer-friendly pdf version here!

65. Across
1. a developmental disability that affects communication and social interaction
2. ____ Syndrome causes chronic vocal and motor tics
3. Legally ____: "visual acuity of 20/200 or higher"
4. people with _____ have trouble reading, even if they are very smart
5. ____ Syndrome; a condition caused by the presence of an extra chromosome
#21
6. totaly or partially unable to hear
7. ____ Syndrome; a type of autism where people have great memories
8. Cerebral ____; a disorder caused by damage to the brain during pregnancy or
birth
Down
1. a person who has ____ sometimes has seizures
2. people who are deaf can talk using ____ Language
3. people who are blind can read using ____
4. when people lose their memory, language, or motor skills
5. Cystic ____; an inherited disease that causes the lungs and pancreas to secrete
thick mucus
Disability Awareness Crossword: Answers
Across
1. a developmental disability that affects communication and social interaction
Answer: Autism
2. ____ Syndrome causes chronic vocal and motor tics Answer: Tourette

66. 3. Legally ____: "visual acuity of 20/200 or higher"
Answer: Blind
4. people with _____ have trouble reading, even if they are very smart
Answer: Dyslexia
5. ____ Syndrome; a condition caused by the presence of an extra chromosome
#21
Answer: Down
6. totaly or partially unable to hear
Answer: Deaf
7. ____ Syndrome; a type of autism where people have great memories
Answer: Asperger
8. Cerebral ____; a disorder caused by damage to the brain during pregnancy or
birth
Answer: Palsy
Down
1. a person who has ____ sometimes has seizures
Answer: Epilepsy
2. people who are deaf can talk using ____ Language
Answer: Sign
3. people who are blind can read using ____
Answer: Braille
4. when people lose their memory, language, or motor skills
Answer: Dementia
5. Cystic ____; an inherited disease that causes the lungs and pancreas to secrete
thick mucus
Answer: Fibrosis
Alzheimer's Disease
View this puzzle as a Microsoft Word or pdf file.

67. Find the following words:
ALOIS DISEASE PROGRESS
ALZHEIMERS DISORDER PROGRESSIVE
BEHAVIOR INTELLECTUAL REMEMBERING
BRAIN LIVING RESEARCH
COMMON MEDICATIONS SUPPORT
DELAY MEMORY TREATMENT
DEMENTIA NO CURE
Autism Spectrum Disorders
View this puzzle as a Microsoft Word or pdf file.

68. Find the following words:
ABILITIES EDUCATION
ASPERGER PDDNOS
AUTISM SENSORY
BEHAVIOR SOCIAL
COMMUNICATION SPECTRUM
CREATIVE SUPPORT
DIAGNOSIS TECHNOLOGY
DISORDER TEMPLE GRANDIN
Down Syndrome
View this puzzle as a Microsoft Word or pdf file.

69. Find the following words:
CARDIAC EMPLOYMENT RESEARCH
CHROMOSOME FAMILIES SPEECH
COGNITIVE GENETIC SUPPORT
COMMON GIFTS SYNDROME
DEVELOPMENTAL HAPPY TRISOMY
DOWN HEALTHY UNDERSTANDING
EDUCATION INCLUSION
Tourette's Syndrome
View this puzzle as a Microsoft Word or pdf file.

70. Find the following words:
ANXIOUS MILD SHRUGGING
BLINKING MODERATE SUPPORT
COMMON MOVEMENTS SYNDROME
DISORDER NEUROLOGICAL TICS
GENETIC OBSESSIONS TOURETTES
IMPULSIVE SENSITIVE VOCALIZE
INVOLUNTARY SEVERE
Dyslexia
View this puzzle as a Microsoft Word or pdf file.

71. Find the following words:
ASSISTANCE LANGUAGE
BRAIN LEARNING
DEVELOPMENTAL NEUROLOGICAL
DIAGNOSIS PHONICS
DIFFICULTY READING
DYSLEXIA SPELLING
EDUCATION UNDERSTANDING
FAMILIES WORDS
HIDDEN WRITING
Graphic Organizers for Use With Special Education Students
Posted by Denis Soukhanov on Fri, Apr 16, 2010

72. Graphic organizers are a popular educational
tool. They help students to visually display,
interpret, and understand complex topics.
They also assist in reading comprehension by
allowing the students to track main ideas, facts,
plot, setting, and characters. The most popular
graphic organizers are Venn Diagrams,
Concept Maps, KWL Charts, checklists and
story maps. For special education students,
these tools can help them to express and show
an understanding of concepts that may be
difficult for them to show with traditional written
or essay assessments.
Finding, modifying, and printing graphic organizers is easily accessible via the Internet.
They can easily be adapted to assist all type of learners, topics, and desired learning
outcomes. Many sites now also allow students to create their own graphic organizers
that they can edit, print and share via the Internet.
Printable Graphic Organizers
The Education World site offers a variety of free printable graphic organizers, including
Venn Diagrams, Comparison Charts, Concept Maps, Fishbone Diagrams, Family Trees,
KWL Charts, Life Cycle Charts, Spider Maps, Story Maps, and T-charts. The files you
load from this site are available in Word format. When you select the style of graphic
organizer that you would like to print, you have the ability to edit the titles, headings,
subheadings or to add or delete information as needed. The files you create can also
be saved for later use.
On the Project Based Learning Checklists for Teachers site, teachers can create their
own project-based learning checklists. These checklists can be used by the students as
guidelines to teacher expectations and learning outcomes for their projects. This site is
really great because you can create checklists for writing, science, oral presentations,
and multimedia for a variety of different grade levels. To create a checklist, you include
the teacher name, the title for the project, category selections, and then additional
details. The additional details can be added from a drop-down list or typed directly in.
When completed, you just have to print and photocopy the checklist for your students to
follow.
Worksheet Works is a beta website that has free printable organizers, including clocks,
fishbones, t-charts, y-charts, YWLs, Venn Diagrams, pies, stars, cycles, PMIs, and
decision-making charts. When you select the type of chart you would like to print, you
are taken to a page of options where you can add titles and headers that are
appropriate for your lesson. You can also choose the size of paper that you would like
to print on. You then create your worksheet and it is available to download, print and
save print as a PDF file.
Online Graphic Organizers
Bubbl.us is a free online brainstorming application. Students can create concept maps
(webs) or flow charts using this program. There are options available to save and to
print your maps. The program is kid friendly with fun colors and transitions. The
program allows students to create as many bubbles as they need to complete their

73. project. They can connect and move the bubbles in various ways. Bubbles can be
connected using either arrows or lines, and can be moved above, below, or at the same
level as other bubbles in the maps.
Read Write Think has a section of their website that includes student "interactives."
These are interactive online applications where students make and complete their own
graphic organizers. The teacher should provide the link for the interactive application
the students should be using based on the lesson they are to complete. Then the work
is up to the student! There are interactive activities including creating Venn Diagrams,
writing aids, comparison and contrast tables, plot development charts, timelines, and
story maps. Many of their "interactives" involve either reading or writing and would be
great for Language Arts and Social Studies courses.
While Class Tools does not have the fancy and easy-to-read format of some of the
other sites I have mentioned, they have some of the most fun and interactive graphic
organizers. Along the right-hand column of the site you will find a list of the different
organizers and activities. Students can choose the graphic organizer style, add the
required information for the assignment, and then either save the file, embed it into a
webpage, or print. There are also many other fun review games, activities, and
classroom management tools on this site you should definitely check out.
Additional research-based data regarding the successful use of graphic organizers with
special education students can be found here.
NAME:
 2-Circle Venn Diagram
TOPIC

74. TITLE TITLE
TITLE
 3-Circle Venn Diagram
NAME:
TOPIC

75. TITLE
TITLE TITLE
TITLE TITLE
TITLE
 Bone Diagram
TOPIC/TITLE
+
DRIVING FORCES

76. Future:
Action
Steps:
Past:
Concept Map
NAME:
TOPIC

77. NAME:
TOPIC

78. Fishbone Diagram
A GOOD WEEK AT CAMP

79. STUDENTS TEACHERS ACTIVITIES
CAUSE
A GOOD
WEEK AT
CAMP
(effect)
CAMP OUTDOORS OTHER
FACILITIES CONDITIONS
Life Cycle Chart

80. Type here
Type here Type here
Name here
Type here Type here

81. Type here Type here
Type here Type here
TITLE and AUTHOR:
Type here