I am a teacher of primary level students with autism in a low-income public school in an urban community. My students present a wide range of individual needs and skills presenting the need for never-ending variations in lessons and activities on a daily basis.
Black board space in my classroom is minimal. Thus, lessons that might be enhanced by small group presentations on a larger scale are challenging. A chart stand and paper will allow my students with better visual access to daily stories, experience charts, etc. The visual-motor skill of copying from a board (or chart) to paper is one that is used frequently in the general education curriculum. It is, thus, vital that I provide my students with similar learning opportunities in our special needs classroom. In this way,I am able to better prepare my students for confident inclusive learning experiences in general education classrooms.
The chart stand that has been selected for our classroom is multi-purpose. It will allow me to provide learning experiences that will enhance literacy and visual-motor skills for my students, better preparing them for inclusion opportunities in the general education program. Our writing of daily stories, experience charts, etc. will be more meaningful when students are able to visually, as well as auditorally, follow the development of their own story ideas. The selected chart stand is also a magnetic board which will give students with access to additional learning activities. Students with early literacy skills, those who are not yet ready for writing, can use classroom magnetic letters to "write" their own words. And, of course, the large-sized presentations on chart paper are not limited to literacy. They can also enhance learning opportunities in every area of the curriculum including math, science, etc.
Your help will ensure that my special students with autism have the opportunity to develop skills that will better prepare them for positive general education inclusion. A chart stand will provide me with a means to present lessons through a different modality.
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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