tips for creating independent activities aligned with the...

Tips for CreatingIndependent Activities

Aligned With the CommonCore State Standards

Dawn W. Fraser

TEA

CHINGExceptional

Children,Vo

l.45

,N

o.6,

pp.6-

15.Cop

yrig

ht20

13CEC

.

6 COUNCIL FOR EXCEPTIONAL CHILDREN

Innovation

5

Promoting independence in all students

is an important part of education. It

can be difficult, however, to identify

meaningful tasks that students with

moderate to severe disabilities can

complete with full independence.

Incorporating visual supports into a

student’s independent work provides

students with an opportunity to prac-

tice previously mastered skills; it also

promotes independence and task com-

pletion, and can increase response

chain length. As this article shows,

independent work activities can be

developed that (a) rely on readily

available items in schools, grocery

stores, and craft stores; (b) are tailored

to meet the student’s needs; (c) corre-

spond to the Common Core State

Standards (CCSS); (d) provide tactile

learning opportunities; and (e)

enhance students’ fine motor skills.

Mrs. Davis teaches students with mod-erate to severe disabilities in an ele-mentary school setting. Her classroomhas independent workstations for eachstudent, but she has found that the filefolder activities she has compiled oftendo not meet the needs of her students.She would love to identify some activi-ties that are evidence-based; fit theunique needs of her students whileaddressing the goals and objectives oftheir individualized education pro-grams (IEP), particularly in buildingfine-motor skills; and use readilyaccessible materials (see Figure 1).

Balancing the use of ready-madematerials, using evidence-based prac-tices, and meeting students’ individualneeds can be difficult for all specialeducators, especially those who workwith students with moderate to severeneeds. Mrs. Davis, like other teachersworking with this population, wouldlike to identify meaningful tasks thatstudents can complete with full inde-pendence. In addition, she realizesthat students with moderate to severedisabilities may require prompting to

transition between tasks and activities.By incorporating visual supports intoher students’ independent tasks, shecan provide them with an opportunityto practice previously mastered skillswhile promoting independence, taskcompletion, and increasing responsechain length (i.e., the number of tasksa student can complete during onesession; National Professional Devel-opment Center on Autism SpectrumDisorders [NPDC on ASD], 2010).

Visual Organization ofStructured Work Systems

One technique teachers like Mrs. Daviscan use to provide students with sup-

port and foster independence is thevisual organization of structured worksystems, which provides necessary sup-ports by visually answering four ques-tions for the student (Mesibov, Shea, &Schopler, 2005; see Figure 2):

1. How many tasks do I need tofinish?

2. What tasks do I need to do?

3. How will I know when I amfinished?

4. What do I do when I am finishedmy work?

Structured work systems are a compo-nent of structured teaching, an instruc-

TEACHING EXCEPTIONAL CHILDREN � JULY/AUG 2013 7

Figure 1. Independent Work in the General Education Classroom

Tim is practicing his fine-motor skills during a writing lesson in the generaleducation classroom.


Figure 2. Visual Organization of Structured Work Systems

How many tasks doI need to finish? 4

How will I know when I amfinished? When all the shape

cards are matched to the bins.

What do I do whenI’m finished my work?

Go to computer.

Task strip at the top of the student’s desk. The student matches each shape card to its corresponding bin, then completes theactivity inside.

What tasks do I need to do?

Cameron matching playing cards to a number line at his independent workstation.

tional strategy developed by DivisionTEACCH (Treatment and Education ofAutistic and related Communicationhandicapped Children; www.teacch.com) at the University of North Caro-lina, Chapel Hill.

Structured work systems can be uti-lized effectively as a stand-alone inter-vention in inclusive classrooms (Pan-erai et al., 2009), using visual supportsto “increase and maximize independ-ent functioning and reduce the fre-quent need for teacher correction andreprimand” (Schopler, Mesibov, &Hearsey, 1995, p. 247). Structuredwork systems also assist with organiza-tional skills (e.g., location of materials)and sequencing abilities (e.g., workingleft to right or top to bottom; Hume &Reynolds, 2010). Research has demon-strated their effectiveness with students

in preschool (Bennett, Reichow, &Wolery, 2011; Ozonoff & Cathcart,1998), elementary and middle school(Dettmer, Simpson, Myles, & Ganz,2000; Hume & Odom, 2007; Panerai,Ferrante, & Caputo, 1997; Panerai,Ferrante, & Zingale, 2002), high school,and older adults in the workplace(Keel, Mesibov, & Woods, 1997). TheNPDC on ASD (2010) has identifiedstructured work systems as an estab-lished evidence-based practice for stu-dents with autism, both high and lowfunctioning. Structured work systemshave also been shown to be effectivewith students with developmental dis-abilities (Bennett et al., 2011) and mul-tiple disabilities and visual impair-ments (Taylor & Preece, 2010). Carna-han, Hume, Clarke, and Borders (2009)and Hume and Carnahan (2008) haveaddressed how to set up work systemsfor those who are unfamiliar with theprocess.

Hands-On Activitiesto Enhance StudentUnderstanding

In addition to establishing support sys-tems for fostering independence, Mrs.

Davis also needs to address academiccontent. She needs to incorporate aca-demic concepts into meaningful inde-pendent work based on the generaleducation curriculum while alsoaddressing students’ IEP goals. TheCommon Core State Standards (CCSS)provide teachers like Mrs. Davis “aconsistent, clear understanding of whatstudents are expected to learn” (CCSSInitiative, 2012, Mission Statement),including students with moderate tosevere disabilities. Therefore, Mrs.Davis needs to ensure the academicconcepts she is teaching directly relateto the general education curriculumstandards.

One way to better meet the needs ofstudents with moderate to severe dis-abilities is by using manipulatives topromote more active student engage-

ment, a best practice identified bythe National Education Association(Wilson & Peterson, 2006). Usingmanipulatives for hands-on mathemat-ics instruction and reading (Weldon &Bristow, n.d.) has been identified asbest practice for all students (Boggan,Harper, & Whitmire, 2010; Grouws &Cebulla, 2000). When students havethe opportunity to practice learnedskills using hands-on strategies, con-cept understanding is enhanced. Bow-man and Plourde (2012) identifiedusing tactile learning and a variety ofmaterials as best practices for teensand young adults with intellectual dis-abilities. In addition, many studentswith severe disabilities often need prac-tice with a variety of fine motor skills,which can be difficult to incorporateinto most academic tasks.

Teachers can incorporate hands-onindependent learning into their instruc-tion using readily accessible materials,while grounding instruction in the cur-rent CCSS and providing engagingpractice opportunities for fine motorskills. The five tips discussed in thisarticle are applicable for teaching stu-dents with moderate to severe disabili-

ties at any age and of varying levels ofability, in both the special educationand inclusion classrooms. Becausethese activities align with the CCSS,teachers like Mrs. Davis can be confi-dent they are teaching to general edu-cation standards.

Tip 1: Take Advantageof Math Manipulatives

Of the plethora of math manipulativesavailable, Unifix cubes and Links aretwo of the most common, generallyused for sorting colors and completingpatterns. Classifying objects into givencategories aligns to the kindergarten(K) CCSS for Measurement and Data(MD), encouraging students to “lookclosely to discern a pattern or struc-ture” (National Governors AssociationCenter for Best Practices, Council ofChief State School Officers, 2010, p. 8).The difficulty level of the patterns canbe varied based on a student’s level offunctioning and their IEP objectives.

In order to provide the student witha visual cue of which task to com-plete, objects can be preassembled intotwo to three of the same coloredcubes/Links. These patterns provide avisual model for students to followwhen sorting or for pattern repetitionactivities (see Figure 3). Other materi-als (e.g., counter chips, sorting bears,pattern or attribute blocks) can alsobe used for sorting colors, sizes, andobjects, and these types of materialsare often found in math kits or specialeducation departments (see box,“Creating Sorting Tasks”). Some class-room manipulative sets come withlarger pieces (for overhead projectorsand demonstration) that work perfect-ly for sorting sizes (see Figure 4) or forstudents with dexterity challenges.

Pattern blocks or tangrams, gener-ally used to have students match theappropriate piece to a picture (K–Grade1 Geometry CCSS), can be used inmore challenging ways, such as by pro-viding students with more blocks thanneeded for a template. If design tem-plates are not available, make yourown by tracing the blocks on paper.For an activity where students matchpattern blocks to the shapes on thepaper, just trace the shape outline, or


Structured work systems can be utilized effectivelyas a stand-alone intervention in inclusive classrooms.

color the shapes to vary the level ofdifficulty.

Teachers can use pattern blocks,attribute blocks, or tangrams to helpstudents master more difficult skills,too, by creating and taking a picture ofa design and then having studentsrecreate the pictured image. Patternand attribute blocks can also be usedin beginning geometry, to identify andsort by number of angles (Grade 2Geometry CCSS).

Most classrooms have decks ofcards to practice an array of mathskills. Teachers can use Uno or play-ing cards to teach sequencing num-bers or matching numbers to a num-ber line. Counting to 100 by ones andtens and counting forward beginningfrom a given number within a knownsequence (instead of having to beginat 1) align to the kindergarten CCSSfor Counting and Cardinality.

Early elementary grade classroomsor special education departments oftenhave an analog clock face stamp.Stamp the clock face on an index card,laminate it for repeated use, and attachan hour and a minute hand. Use a dry-erase marker to write a digital time onthe card and have the student movethe clock hands to show the given time(Grades 1–3 MD CCSS). Now that youhave found those stored-away mathmanipulatives, let’s take a look at somenew uses for Unifix cubes.

Tip 2: Use Unifix Cubes inNew Ways

Spelling, Sequencing, andMatching

Unifix cubes can be used for spelling,sequencing, and matching (see Figure5) by writing letters and numbers onthe face of the cubes with a permanentmarker. Students can use these cubesto sequence the letters in their name,spell out their address, or sequencenumbers for their phone number.Spelling activities can range frommatching upper and lowercase letters(K Print Concepts CCSS) to spellingwords (K–Grade 5 Conventions ofStandard English CCSS). Letters can beused to spell the color name of the


Figure 3. Use Links for Sorting and Patterning Activities

Creating Sorting Tasks

When creating sorting tasks be sure to provide the student with visual cuesas to how to sort the items. Small containers or different pieces of paper pro-vide the student with a place to put the sorted objects; these should have avisual cue showingthe item thatbelongs there. Forexample, the actualobject can be tapedto the paper orplaced in the con-tainer. Coloredpaper can also beused for sortingcolors, either on itsown or affixed tothe bottom of acontainer. Sortingcontainers can berecycled objects;the plastic bottomsof individual cerealcontainers servedin most elementaryschool cafeteriaswork perfectly forsorting containers.Another option isto ask coworkersfor their leftover,reusable food con-tainers (such asthose for butterand cream cheese).

Students can sort colors using pom-poms, buttons, foamstickers, dinosaur counters, pattern blocks, or basiccounters.

cubes (e.g., the letters for orange onorange cubes and the letters for red onred cubes).

Another activity is to pair Unifixcubes with pictures and have studentsadd beginning or ending sounds to pre-assembled word parts (K–Grade 1Phonics and Word Recognition [PWR]CCSS). For example, give the student apicture of a cat and the preassembledletters at with the choices of c or n onindividual letter cubes, or a picture of adish with di preassembled cubes andthe letter choices s, t and h. Of course,spelling the entire word is also anoption for a higher level of difficulty(K–Grade 5 Conventions of StandardEnglish CCSS). More or fewer choicescan be given to vary the difficulty level(i.e., adding letters that are not neededfor the spelling of the word). Eithervary the colors or use all the samecolor cubes within a task to avoid pro-viding unintentional prompts. Ofcourse, Reading Rods can be usedinstead, if they are available in yourschool.

Using letter beads is another alter-native for supporting fine motor skillspractice. (Use pipe cleaners for string-ing the beads, as the beads don’t slipoff as easily and their rigidity makesthreading much easier.)

Mathematics Skills

Unifix cubes can be used to practice avariety of math skills, too:

� Draw dots on the cube face andhave students match the number ofdots to the correct numeral, or evenspell the number word. (Counting

to answer “how many?” is a KCounting and Cardinality CCSS.)

� Draw numbers on the cube face(e.g., 1–9 or 21–30, depending onthe student’s level of functioningand IEP objectives), and have stu-dents sequence the numbers (KCounting and Cardinality CCSS).Use three-digit numbers to increasethe difficulty level (Grades 1 and 2Number and Operations in Base Ten[NBT] CCSS), or incorporate skipcounting (Grade 2 NBT CCSS).

� Have students assemble cubes torepresent a multi-digit number by

using sorting envelopes for eachplace value (Grade 2 NBT CCSS);for example, to represent the num-ber 4,321 a student would placefour cubes in an envelope labeledthousands, three cubes in an enve-lope labeled hundreds, and so on.Or, have students represent two-digit numbers by assembling tensrods and ones (K–Grade 1 NBTCCSS); for example, to represent thenumber 23 the student wouldassemble two rods of ten and leavethree single cubes. Giving the targetnumber in words increases the diffi-culty level.


Figure 4. Shape Sorting

Figure 5. Tasks With Unifix Cubes

� Have students assemble sets of oddand even numbers and then placethe cubes in containers labeled oddand even (Grade 2 Operations andAlgebraic Thinking [OA] CCSS).

� Place stickers on cubes and providea written prompt indicating whichitem appears first, second, third,and so on, to address ordinalpositions.

� Write mathematical symbols onsome of the cubes to incorporateequations (patterns of equationscan be taught by writing the sym-bols on one color, numbers in theequation on a different color, andthe answer on yet a differentcolor). Provide students with pre-assembled equations for the stu-dent to add, subtract, multiply, ordivide (K–Grade 3 OA CCSS; Grade2 NBT CCSS). To increase the diffi-culty of the task, the student couldassemble the correct equation first,using knowledge of mathematicalproperties (e.g., addends can be inany order, the larger number has tobe first in division; Grades 1 and 3OA CCSS). Or, provide a word prob-lem and have the student representthe words with an equation, thensolve to find the answer (Grades1–4 OA CCSS; see box, “Indepen-dence Is Key”).

If Unifix cubes are too small to beeasily manipulated, larger buildingblocks or even snap beads can beused in the same manner.

Tip 3: Get Creative WithClothespins

Clothespins can be used for many dif-ferent tasks of varying levels of diffi-culty. Colored clothespins can be usedfor sorting or matching colors and cre-ating or completing patterns (K MDCCSS; see Figure 6). Colored clothes-pins can also be matched to colorwords written on index cards.

Regular clothespins can be used fora variety of matching tasks as well.Write numbers on clothespins andhave students match to object sets (KCounting and Cardinality CCSS); forexample, have students count stickersor images on an index card and attachthe corresponding number clothespin(see Figure 7). Number clothespins canalso be matched to number words.

Students can also match letters writ-ten on clothespins to beginning soundsin pictures (K PWR CCSS); includedigraphs to increase the difficulty level(Grade 1 PWR CCSS). Having studentsmatch words written on clothespins topictures on index cards allows them todemonstrate their ability to accuratelydecode words; for example, distin-guishing between mop and map’s short

vowel sounds (K–Grade 5 PWR CCSS).Similarly,

� Using pictures of a cap and a capeor a bat and a boat can support stu-dent practice in discriminatingbetween long and short vowelsound spellings.

� Pictures of tied and untied shoescould provides students the oppor-tunity to demonstrate their knowl-edge of prefixes (retie/untie).

� Pictures of a dog and dogs could beused to demonstrate knowledge ofbasic suffixes.

Have students match words towords to increase the difficulty level.For example, write one word on the


Independence Is Key

Before placing any task in a stu-dent’s independent work station,the student must first be able tocomplete the task independently.Even when providing visual cueswithin the task, the key is for thestudent to be able to independ-ently complete the task, not tofigure out what is expected ofthem. So be sure to teach thetask before providing it duringindependent work.

Figure 6. Use Clothespins for Color Matching and Patterning

clothespin and a synonym on an indexcard (Grade 4 Vocabulary Acquisitionand Use CCSS). Index cards can belaminated and used with dry erasemarkers for repeated use. Incorporatesorting activities using words andpictures.

� Write the words clothing and toyson index cards, and have studentsmatch pictures or words on clothes-pins of specific clothing and toyitems.

� Short and long vowel soundspellings could also be sorted; thewords short and long could be writ-ten on index cards and the wordskit, kite, cot, coat, lit, and light onclothespins.

� A picture of a child’s body could bematched with body part words writ-ten on clothespins (e.g., hand, arm,head, foot, leg).

Clothespins can also be used toextend math skills beyond the kinder-garten-level objectives of matching,counting, and completing patterns.Address a wide range of math skills bywriting a word problem on an indexcard and providing answer choiceswritten on clothespins (K–Grade 4 OACCSS). Provide students with a singleword problem with distractor answersor with three different word problemsand have the student match eachanswer to the correct problem (provide

Unifix cubes to assist students withsolving the problem). Develop wordproblems involving length or moneyconcepts (Grade 2 MD CCSS) or timeintervals and perimeters of polygons(Grade 3 MD CCSS).

To address another first-grade OACCSS, write an addition or subtractionequation on an index card and havethe student determine if the equationis true or false by attaching the correct

clothespin (true or false) to the card.Or, present the student with an equa-tion written on a sentence strip thathas a missing number and have thestudent identify the missing numberby attaching the correct clothespin tothe appropriate place on the sentencestrip (Grades 1 and 3 OA CCSS).Address telling time objectives byprinting or stamping an analog clockonto a card and writing digital timeson clothespins (Grades 1–3 MD CCSS).Draw a figure with square units on anindex card and have the student count

the squares to identify the area byattaching the correct answer clothes-pin to the card (Grade 3 MD CCSS).Address a second-grade MD CCSS byhaving students identify the length ofthe object and then attach the correctanswer clothespin to the object. Writea fraction on a clothespin and havethe student attach it to the appropriateplace on a number line (Grade 3Number and Operations CCSS); sen-

tence strips can be repurposed asnumber lines and laminated forrepeated use.

Tip 4: Visit Your LocalCraft Store

Fairly inexpensive materials can bepurchased at local craft stores that easi-ly lend themselves to creating inde-pendent tasks. Foam stickers come ina variety of colors and shapes and areperfect for sorting activities (just leavethe backing on for multiple uses).Have students sort the shapes by num-ber of angles (Grade 2 GeometryCCSS). Address a fourth-grade OACCSS by having students sort shapesbased on the presence or absence ofparallel or perpendicular lines, or byspecified angles. Pick up some Velcrowhile you’re there to create a workproduct that you can check (see box,“Using Magnets or Velcro to Create aWork Sample You Can Check”).

Silly Putty (or any other type ofputty, or Play-Doh) can be used tohide beads or other small objects forthe student to pull apart and find (seeFigure 8), providing an alternate wayto practice fine motor skills. In order tocreate a visual cue to let the studentknow how many objects to find andwhat they look like, take a picture ofthe objects and put a box beside or


Figure 7. Use Number Clothespins to Match to Object Sets

Address a wide range of math skills by writinga word problem on an index card and providing

answer choices written on clothespins.

underneath each object to allow thestudent to find and sort objects. Or, ifidentical items are available, affix oneof each item to an index card and drawa box underneath the item for the stu-dent to put the found match into.Then, have the student sort the objectsby three-dimensional shape, part (e.g.,number of sides, vertices/corners, orangles), or other attribute (e.g., havingsides of equal length or number ofequal faces) to address kindergarten tosecond-grade Geometry CCSS.

Buttons can be used for sorting bycolor, size, or number of holes (K MDCCSS). Craft sticks (available in differ-ent colors) can also be used for sortingor sequencing activities, with the stu-dent placing them into pocket holdersor a shallow container or box withsmall holes cut into the top. Colors canbe drawn on the sticks or pictures canbe glued to the sticks for a variety ofactivities at all levels. For example, pic-ture cards can be sorted by beginningsound or rhyming words could bepaired together (K PhonologicalAwareness CCSS). Write words on thesticks for sorting tasks or composing

sentences (K-Grade 5 PWR CCSS);verbs can be sorted by tense or nounsby category (e.g., living and non-livingthings).

Beads are another craft store itemthat can be used for sorting activities;use them for creating and completingpatterns, too. Gimp can be used as analternative stringing material, becauseit remains rigid for easier threading.Pom-poms with holes for threadingcan be used to create and completepatterns while providing the studentwith a different tactile feel; regularpom-poms can be used for sortingactivities, too. Another option forincorporating a variety of textures issorting fabrics and other materials likecotton and sandpaper (see Figure 9).Local craft stores often have scrapsfrom cutting a variety of fabrics thatthey will give you for free – just ask!Another great technique is to wrap dif-ferent types of fabric around blocksand create a simple structure, and thentake a photograph. Give students theblocks and the photograph and havethem follow the template to create thestructure. Include blocks that are not in

the structure to make the task moredifficult.

Tip 5: Use Grocery StoreItems for Academic, DailyLiving, and Vocational Skills

Ordinary items purchased at grocerystores can be used to create a varietyof independent work tasks. Plastic orpaper drinking cups can be used forsorting colors and patterns, counting,and stacking. For counting, write anumber on a paper plate and have thestudent stack that number of cups onthe plate (K Counting and CardinalityCCSS). Students can also sort plastic-ware into containers by spoon, fork,and knife. Make a template for a placesetting using construction paper as aplace mat and have the student placethe items in the designated areas bymatching each item to its correspon-ding shape. Utensils can also be usedto make sets. Folding napkins, handtowels, washcloths, clothing items, ormatching socks supports attainment ofdaily living skills. Although these maynot have CCSS correlations, these skillsare often a part of a student’s IEP.

Using readily available materials inschools, grocery stores, and craft storesallows for the creation of a variety oftasks to fit the unique needs of every


Figure 8. Use Putty for a Finding and Sorting Activity

Using Magnets or Velcro toCreate a Work Sample YouCan Check

Schools and craft stores oftenhave foam or magnetic numberswhich can be used for a variationto the math activities in each tip.In order to have the student pro-duce a completed product inwhich you can check, affixVelcro or magnetic strips to thefoam numbers or shapes. Thelocation of the Velcro providesthe student with a visual ofwhere to put the number(s)/shape(s). If you do not have anystudent-size magnetic boards(some whiteboards are magnetic)pick up a cookie sheet from thegrocery store!

student at little to no cost. Not only dothe tasks help promote independence,they help maintain students’ previouslymastered academic skills, and allow forthe practice of fine motor skills in avariety of engaging ways. So, get outthere and start gathering those materi-als—your students are waiting!

ReferencesBennett, K., Reichow, B., & Wolery, M.

(2011). Effects of structured teaching onthe behavior of young children with dis-abilities. Focus on Autism and OtherDevelopmental Disabilities, 26, 143–152.http://dx.doi.org/10.1177/1088357611405040

Boggan, M., Harper, S., & Whitmire, A.(2010). Using manipulatives to teachelementary mathematics. Journal ofInstructional Pedagogies, 3, 1–6.

Bowman, S., & Plourde, L. A. (2012).Andragogy for teen and young adultlearners with intellectual disabilities:Learning, independence, and best prac-tices. Education, 132, 789–798.

Carnahan, C. R., Hume, K., Clarke, L., &Borders, C. (2009). Using structuredwork systems to promote independenceand engagement for students with autismspectrum disorders. TEACHINGExceptional Children, 41(4), 6–14.

Common Core State Standards (CCSS)Initiative. (2012). Common core statestandards. Retrieved from http://www.corestandards.org/

Dettmer, S., Simpson, R., Myles, B., & Ganz,J. (2000). The use of visual supports tofacilitate transitions of students withautism. Focus on Autism and OtherDevelopmental Disabilities, 15, 163–170.http://dx.doi.org/10.1177/108835760001500307

Grouws, D. A., & Cebulla, K. L. (2000).Improving student achievement in mathe-matics, part 1: Research findings. ERIC

Digest. Columbus, OH: ERIC Clearing-house for Science, Mathematics, andEnvironmental Education. (ERICDocument Reproduction Service No.ED463952).

Hume, K., & Carnahan, C. (2008). Steps forimplementation: Structured work systems.Chapel Hill, NC: The National Profes-sional Development Center on AutismSpectrum Disorders, Frank Porter GrahamChild Development Institute, TheUniversity of North Carolina. Retrievedfrom http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/StructuredWorkSystems_Steps_0.pdf

Hume, K., & Odom, S. (2007). Effects of anindividual work system on the independ-ent functioning of students with autism.Journal of Autism and DevelopmentalDisorders, 37, 1166–1180. http://dx.doi.org/10.1007/s10803-006-0260-5

Hume, K., & Reynolds, B. (2010). Imple-menting work systems across the schoolday: Increasing engagement in studentswith autism spectrum disorders. Pre-venting School Failure, 54, 228–237.

Keel, J. H., Mesibov, G. B., & Woods, A. V.(1997). TEACCH-supported employmentprogram. Journal of Autism and Develop-mental Disorders, 27, 3–9. http://dx.doi.org/10.1023/A:1025813020229

Mesibov, G. B., Shea, V., & Schopler, E.(2005). The TEACCH approach to autismspectrum disorders. New York, NY:Kluwer Academic/Plenum.

National Governors Association Center forBest Practices, Council of Chief StateSchool Officers. (2010). Common corestate standards for mathematics. Wash-ington, DC: Author. Retrieved fromhttp://www.corestandards.org/the-standards

National Professional Development Centeron Autism Spectrum Disorders. (2010).Evidence-based practice: Structured worksystems. Retrieved from http://autismpdc.fpg.unc.edu/content/structured-work-systems

Ozonoff, S., & Cathcart, K. (1998). Effective-ness of a home program intervention foryoung children with autism. Journal ofAutism and Developmental Disorders, 28,25–32. http://dx.doi.org/10.1023/A:1026006818310

Panerai, S., Ferrante, L., & Caputo, V.(1997). The TEACCH strategy in mentallyretarded children with autism: A multidi-mensional assessment. Journal of Autismand Developmental Disorders, 27,345–347.

Panerai, S., Ferrante, L., & Zingale, M.(2002). Benefits of the treatment andeducation of autistic and communicationhandicapped children (TEACCH) programas compared with a non-specificapproach. Journal of Intellectual Disa-bility Research, 46, 318–327. http://dx.doi.org/10.1046/j.1365-2788.2002.00388.x

Panerai, S., Zingale, M., Trubia, G., Fino-cchiaro, M., Zuccarello, R., Ferri, R., &Elia, M. (2009). Special education versusinclusive education: The role of theTEACCH program. Journal of Autism andDevelopmental Disorders, 39, 874–882.http://dx.doi.org/10.1007/s10803-009-0696-5

Schopler, E., Mesibov, G., & Hearsey, K.(1995). Structured teaching in theTEACCH system. In E. Schopler & G.Mesibov (Eds.), Learning and cognitionin autism (pp. 243–268). New York, NY:Plenum Press.

Taylor, K., & Preece, D. (2010). Usingaspects of the TEACCH structured teach-ing approach with students with multipledisabilities and visual impairment:Reflections on practice. British Journalof Visual Impairment, 28, 244–259.

Weldon, W., & Bristow, J. (n.d.). The effectsof the use of reading rods manipulativeson early literacy learning. Retrieved fromhttp://www.hand2mind.com/pdf/reading_rods/rrphonic_effectss.pdf

Wilson, S. M., & Peterson, P. L. (2006).Theories of learning and teaching: Whatdo they mean for educators? Best Prac-tices National Education AssociationResearch Working Paper. Retrieved fromhttp://www.eric.ed.gov/PDFS/ED495823.pdf

Dawn W. Fraser (Maryland CEC), DoctoralFellow, Department of Special Education,Johns Hopkins University, Baltimore,Maryland.

Address correspondence concerning this arti-cle to Dawn Fraser, Department of SpecialEducation, Johns Hopkins University, 2800N. Charles Street, Baltimore, MD 21218(e-mail: [email protected]).

TEACHING Exceptional Children, Vol. 45,No. 6, pp. 6–15.

Copyright 2013 CEC.


Figure 9. Use Textured Fabrics and Cotton Balls for a Sorting Activity

tips for creating independent activities aligned with the...

Documents