My students need manipulatives, folder games, and center activities to help them practice the necessary skills for early literacy and numeracy in a fun and exciting way.
As a special education teacher I come into contact with a variety of students. My students come from a range of different economic and ethnic backgrounds. My kiddos come with a range of different levels of prior knowledge and ability and thus need specialized and individualized instruction on their level. For many of my students kindergarten is their first experience with school. Despite all of this my students want to learn and are eager to begin to read, write, and add. They want to explore the world around them and have a great sense of humor. They definitely keep me on my toes and are always sharing stories with me about their home life. Most of my students learn best by doing rather than being talked to therefore we use lots of visuals and practice many times to make things perfect.
My Project
I teach students who receive special education instruction in an urban, high-needs school. All of our students receive free lunch/breakfast. The students that make up our school come from diverse backgrounds. Many students are learning English while also trying to learn to read, write, and complete mathematical problems.
As a special education teacher, I have a caseload ranging from 12-15 students, but I also supply tier three instruction to needy Kindergarten and first grade students.
This population of students requires additional resources such as math manipulatives, alphabet folder games, touch and read phonics, and find the letter activity center. These items will help support and allow them to work through not only learning a second language, or finding ways to work around their disability but also the Kindergarten and First grade curriculum.
Students need math manipulatives and folder games in order to motivate and help them learn the foundamentals of reading and math within a game environment so it is less intimidating for them to make mistakes.
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