Most students with disabilities need a high level of repetition in order to achieve mastery on a given skill. The tricky part… fitting it in, not boring your students and how and where to find enough of the same tasks. Here are some tips on how to conquer those tricky parts!
Many traditional curriculum don’t have the high level of repetition that our students need. We need to find and add in opportunities for our students to practice skills over and over. In my classroom, my students respond best to hands on practice- worksheets don’t work well with most of my students. Things I look for when searching for tasks to build in repetition…
Another thing to think about when preparing for high repetitions is if you want the practice to be exactly the same every time the student practices or not. For my students on the spectrum, I like to vary the practice so that it is the same skill, but not always the same task. Varying the types of tasks helps them be more flexible in their thinking.
You can see below that all of these tasks practice number concepts, but the way they practice the concept are different.
All of the tasks in the picture above are from our theme units. One of my favorite things about the theme units is that we are able to practice the skills over and over, but the visuals change to keep it interesting for the students.