My students need basic supplies including paper and pencils to practice writing in the occupational therapy classroom!
FULLY FUNDED! Ms. Almeida's classroom raised $202
This project is fully funded
Celebrating Hispanic & Latinx Heritage Month
This project is a part of the Hispanic & Latinx Heritage Month celebration because
it supports a Latino teacher or a school where the majority of students are Latino.
My Students
Special needs students from a low-income neighborhood in the South Bronx, New York receive therapy services in the local public school. We serve students in Pre-K through 5th grade.
My students have impairments with balance, motor coordination, muscle weakness, and delays in visual perceptual skills to name a few.
Our students with various diagnoses including autism, ADHD, sensory processing disorder, and apraxia, require occupational, physical, and speech therapy services to help them access the school environment and curriculum to their fullest potential.
My Project
My students need basic supplies including paper to practice important school activities including writing, drawing, and cutting. Various colors will provide contrast for students with visual impairments. We also need 0.9mm mechanical pencils and tempra paint sticks for students that have difficulty with motor control to practice writing and drawing with a smoother tool that wont break. Finally, a pocket chart, magnetic clips, and velcro will be used for students facing difficulty with routines and sequencing. They will select picture cards from the pocket chart at the beginning of the session to be able to sequentially follow each step of the activity.
Nearly all 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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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Almeida and reviewed by the DonorsChoose team.
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