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Ms. Michelle's Classroom Edit display name

  • P17X @ 43
  • Bronx, NY
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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I have selected a variety of toys, games, sensory materials, and books for my project because I work with children with autism and intellectual disabilities with a wide range of needs. Some of the materials selected target inferencing and reading comprehension goals, some promote core word understanding, others assist with a child's sensory needs. When working with minimally verbal students, it is essential for them to build upon their core vocabulary to functionally communicate across various settings. Core vocabulary is best taught through tangible items - specifically play-based activities. The books and the toys listed (e.g., David Gets In Trouble, The Feelings Book, The New Potty, bristle blocks, Pop Up Pirate, crocodile teeth, etc.) will facilitate understanding of core vocabulary, provide my minimally verbal students with tangible learning, and promote pre-literacy skills. The sensory materials selected will assist my students who are distracted easily and have a difficult time attending to activities. The resistance bands and fidget bracelets with keep their feet and hands busy to aid sensory difficulties, increase attention to task, and improve sensory regulation. The inferencing, sight word, and conversation-starter materials (e.g., Zingo, Hazard Mountain Game, Sequencing Cards Bundle, board games, etc.) will provide my inclusion students with a fun and interactive way to work on their goals that target inferencing, sequencing, reading comprehension, sight word reading, context clues, and social-pragmatic language. These higher level concepts are often times difficult for children to understand. Incorporating them into play-based activities significantly spikes interest and improves understanding, which eventually leads to generalization of skills. The hands-on materials that have been selected for this project will be used in therapy to create opportunities for my students to share and interact with their peers, request items, stimulate language development, and build on narrative creativity.

About my class

I have selected a variety of toys, games, sensory materials, and books for my project because I work with children with autism and intellectual disabilities with a wide range of needs. Some of the materials selected target inferencing and reading comprehension goals, some promote core word understanding, others assist with a child's sensory needs. When working with minimally verbal students, it is essential for them to build upon their core vocabulary to functionally communicate across various settings. Core vocabulary is best taught through tangible items - specifically play-based activities. The books and the toys listed (e.g., David Gets In Trouble, The Feelings Book, The New Potty, bristle blocks, Pop Up Pirate, crocodile teeth, etc.) will facilitate understanding of core vocabulary, provide my minimally verbal students with tangible learning, and promote pre-literacy skills. The sensory materials selected will assist my students who are distracted easily and have a difficult time attending to activities. The resistance bands and fidget bracelets with keep their feet and hands busy to aid sensory difficulties, increase attention to task, and improve sensory regulation. The inferencing, sight word, and conversation-starter materials (e.g., Zingo, Hazard Mountain Game, Sequencing Cards Bundle, board games, etc.) will provide my inclusion students with a fun and interactive way to work on their goals that target inferencing, sequencing, reading comprehension, sight word reading, context clues, and social-pragmatic language. These higher level concepts are often times difficult for children to understand. Incorporating them into play-based activities significantly spikes interest and improves understanding, which eventually leads to generalization of skills. The hands-on materials that have been selected for this project will be used in therapy to create opportunities for my students to share and interact with their peers, request items, stimulate language development, and build on narrative creativity.

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About my class

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