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My special needs students are working at community based sites to develop job skills. When to begin a task or job, how long a task or job should take, and when and how long a break at work is, are vital skills to develop and refine. The cube timers and Judy clocks are the perfect combination of tools to use in lessons and task schedules to assist students with understanding these concepts. The cube timers requested are a perfect tool for students with limited fine motor skills, visual impairments, and cognitive delays to grasp, see, and understand. These timers are an excellent way for my students to see the time expectation, then manipulate the timer to set it for the next time expectation. Students are presented a visual, picture based schedule with the task, expected time to work, and expected time of a break. Students are given explicit, individualized instruction through modeling on how to use the timer. For example, Jim is asked to complete washing the dishes in the sink in 5 minutes. When he is finished washing dishes he can take a 5 minute break, When the break is over he is asked to dry and put dishes away in 10 minutes. The Judy clocks are the perfect tool to show when the timed task begins. For example, Jim will begin the task of washing, trying and putting away dishes at 10:00 A.M.

About my class

My special needs students are working at community based sites to develop job skills. When to begin a task or job, how long a task or job should take, and when and how long a break at work is, are vital skills to develop and refine. The cube timers and Judy clocks are the perfect combination of tools to use in lessons and task schedules to assist students with understanding these concepts. The cube timers requested are a perfect tool for students with limited fine motor skills, visual impairments, and cognitive delays to grasp, see, and understand. These timers are an excellent way for my students to see the time expectation, then manipulate the timer to set it for the next time expectation. Students are presented a visual, picture based schedule with the task, expected time to work, and expected time of a break. Students are given explicit, individualized instruction through modeling on how to use the timer. For example, Jim is asked to complete washing the dishes in the sink in 5 minutes. When he is finished washing dishes he can take a 5 minute break, When the break is over he is asked to dry and put dishes away in 10 minutes. The Judy clocks are the perfect tool to show when the timed task begins. For example, Jim will begin the task of washing, trying and putting away dishes at 10:00 A.M.

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About my class

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