Tech for Financial Literacy for Special Needs Students
Help me give my students the financial literacy skills they need with technology!
FULLY FUNDED! Ms. Levy's classroom raised $549
This project is fully funded
My Students
My students are a diverse group of kids who have various strengths and needs. They are in a mixed class that includes students who are diagnosed with multiple disabilities. When they come to the classroom, they are eager to learn and are motivated to try their best in each classroom subject and activity. Watching them grow each day is a privilege.
To help them succeed in the classroom, my students benefit from multi-sensory activities and flexible seating options.
My students are best supported through a highly structured environment with kinesthetic and visual supports. Supporting their needs promotes communication and interaction amongst peers and adults.
My Project
The iPad and pencil will help students navigate through different applications to create projects that will help them understand how money works. The iPad will help students with special needs access to learning in new and creative ways. My students are visual and kinesthetic learners. The use of the pencil will help students create unique projects on the iPad. Students will not only learn a lot about financial literacy. They will enjoy what they are doing and have fun while doing it.
Access to technology is crucial for my learners.
Since we were not given technology in our classroom, we need to be creative in how we provide access to the special learners at our school.
More than a third 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
DonorsChoose is the most trusted classroom funding site for teachers.
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. Levy and reviewed by the DonorsChoose team.
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