Tour the Classroom
Creating a sensory friendly classroom
Creating a sensory friendly classroom
My students spend most of their day with me, in the classroom. I strive towards making our classroom a home away from home. I teach students that are all on the Autism Spectrum, most of which have some type of sensory need. In order to help my students feel comfortable and not be overstimulated by the florescent light bulbs in our room, we have blue light shades over each light. This helps create a calm classroom. It also is the reason why most of my pictures have a blue tint, so I apologize for that, but the shades really to help my students remain at peace while in the classroom.
My students spend most of their day with me, in the classroom. I strive towards making our classroom a home away from home. I teach students that are all on the Autism Spectrum, most of which have some type of sensory need. In order to help my students feel comfortable and not be overstimulated by the florescent light bulbs in our room, we have blue light shades over each light. This helps create a calm classroom. It also is the reason why most of my pictures have a blue tint, so I apologize for that, but the shades really to help my students remain at peace while in the classroom.
Creating a language & print-rich environment
Creating a language & print-rich environment
Creating a language and print rich environment is everything, especially when working with children with special needs. Throughout my classroom we have placed pictures along with print, using Boardmaker, in areas that are often visited by my students so they recognize print. Creating a print-rich environment exposes children to reading. Pairing the print with a visual, provides the students with a visual clue of where items in the classroom are located in addition to helping the students recognize that words have meaning. It also helps keep my classroom organized and teaches my students responsibility by giving each item in the classroom a proper place.
Creating a language and print rich environment is everything, especially when working with children with special needs. Throughout my classroom we have placed pictures along with print, using Boardmaker, in areas that are often visited by my students so they recognize print. Creating a print-rich environment exposes children to reading. Pairing the print with a visual, provides the students with a visual clue of where items in the classroom are located in addition to helping the students recognize that words have meaning. It also helps keep my classroom organized and teaches my students responsibility by giving each item in the classroom a proper place.
Centers, Independent Stations & Whole Group Instruction
Centers, Independent Stations & Whole Group Instruction
I have found that having and creating different ways of instruction is important in providing the best education to accommodate all of my students individual needs and make most of my time teaching. I utilize my wonderful aides to help run centers and assist during whole group instruction.
I have found that having and creating different ways of instruction is important in providing the best education to accommodate all of my students individual needs and make most of my time teaching. I utilize my wonderful aides to help run centers and assist during whole group instruction.
To increase independence, my students also work independently at stations. I utilize my independent work stations to work on task boxes, incorporating the T.E.A.C.C.H method. Students go to their assigned stations, find their name with given letters that correspond to the task boxes they need to get. They independently grab their task boxes, take them to their station and begin to work. They work, placing uncompleted task boxes on the left and moving them over to the right once they have finished. After completing each task box, the token (usually containing a symbol, number or letter) is removed and placed in the "all done" bin. Once students complete their task boxes they are able to receive their reinforcer.
To increase independence, my students also work independently at stations. I utilize my independent work stations to work on task boxes, incorporating the T.E.A.C.C.H method. Students go to their assigned stations, find their name with given letters that correspond to the task boxes they need to get. They independently grab their task boxes, take them to their station and begin to work. They work, placing uncompleted task boxes on the left and moving them over to the right once they have finished. After completing each task box, the token (usually containing a symbol, number or letter) is removed and placed in the "all done" bin. Once students complete their task boxes they are able to receive their reinforcer.
Room 9 Floor Plan.pdfCool down area
Cool down area
Some of my students have behaviors. For this reason, we have a cool down area. Our cool down area is complete with a padded bench that students can sit on to take a deep breath and think about what they want, need to say or just relax after having a rough time. What I love most about our little bench is that it has drawers. In these drawers we have everything that we may need to help deescalate a situation. Items include: fidgits, weight blankets, social stories, headphones and seat cushions.
Some of my students have behaviors. For this reason, we have a cool down area. Our cool down area is complete with a padded bench that students can sit on to take a deep breath and think about what they want, need to say or just relax after having a rough time. What I love most about our little bench is that it has drawers. In these drawers we have everything that we may need to help deescalate a situation. Items include: fidgits, weight blankets, social stories, headphones and seat cushions.