Definition:

Materials created by therapists or appropriately shared from external sources, for students and families and typically distributed as a hard copy vs. electronic formats. This might be used because a family does not have technology/internet access. Care should be taken with written materials, check accommodations on IEP.

Suggestions on materials (See Considerations):

1. 1. 1. • Materials may need to be translated (language)

         • Written materials should be free of jargon

         • Written to promote readability and other accessibility considerations

         • May consult with LEA attorney if written program documents should include liability waivers

         • Documents should include contact information

When to use:

1. 1. 1. • Where broadband internet connectivity will not be available to students and families

         • When there is not consistent availability to participate in or supervise synchronous activities

         • When visual learning is preferred by the student or family

         • Could be used in conjunction with other models

Examples of activities

Written

1. 1. 1. • Creation of lists/programs of common fun activities for outdoor play and recreation with modifications for children of varying motor abilities

         • Suggested recommended routines/schedules that support participation in educational activities

         • List of appropriate websites and applications (eg GoNoodle, Cosmic Kids Yoga), apps (eg Class Dojo) to promote physical activity

         • Printed documents with specific therapeutic activities for individual students

         • Providing a household chores checklist to promote independent living skills based on age level and functional abilities

Audio-visual

1. 1. 1. • Yoga groups, kids exercise classes delivered via DVD

         • Videos demonstrating specific interventions for a student on a DVD