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Morning Greetings Visual Cards for Students in the Special Education Self-Contained or Inclusion Setting
Children with autism or sensory sensitivities may find the transition into the classroom smooth sailing, or a bit of a rocky sea. By welcoming your student into the classroom in way that is warm and welcoming, but also takes into consideration sensory processing needs, can start the day in a positive way.
· 15 Large Greeting Cards and 15 Small Greeting Cards to incorporate in a student’s schedule, or even as a “First/Then” prompt.
All visual “Morning Greeting” cards use pictures to enhance meaning for students!
· I can show I am okay. (hand signal for okay)
· I can say hello with words. (speaking)
· I can give a “thumbs up”! (thumbs up hand signal)
· I can squeeze the ball two times. (great for those with higher incidence of sensory needs)
· I can wave hello! (hand wave)
· I can say hello this way! (using a voice-output device)
· I can poke the ball two times. (again, great for children with higher incidence of sensory needs)
· I can say hello with a picture. (icon)
· I can say hello with a hug. (hug, some kids can really benefit from this close gesture)
· I can give a pinky hug. (pinky hand gesture)
· I can say hello withe high-five. (high-five gesture)
· I can say hello with a fist bump. (hand gesture)
· I can give a hand hug. (hand gesture)
· I can say hello with a handshake. (shaking hands)
· I can say hello with a smile. (not yet verbal students/shyness)
No matter if it is a self-contained classroom, or inclusion setting, ALL students should receive a morning greeting from their teacher. You may post on the wall, by the door, or entrance all/some/however many “Morning Greeting” cards are applicable to your students.
Yes, yes, and YES!
Here are suggested IEP Goals for classroom greetings:
1. Given a visual or verbal greeting, STUDENT will respond verbally or by imitating the gesture, with 80% compliance, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a visual or verbal greeting morning greeting initiated by the teacher, upon entering the classroom STUDENT will respond verbally or imitate the response, with 80% compliance, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a visual or verbal morning greeting by the teacher, STUDENT will respond by holding or pointing to a visual greeting card, or indicating the response on a voice-output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
If your teammates or co-workers would like to use this activity with their students, please encourage them to purchase additional licenses. ANY TYPE OF FILE SHARING VIOLATES OUR COPYRIGHT POLICIES AND ARE STRICTLY ENFORCED. The purchaser may print as many copies as he or she would like for their students ONLY. Your compliance is greatly appreciated.
© Copyright 2019 Autism Educators, Inc. (AutismEducators.com). All rights reserved by author. This product is to be used by the original purchaser only. Copying for more than one teacher or classroom, or for an entire department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view, uploaded to school or district websites, distributed via email, or submitted to file sharing sites. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Intended for single classroom and personal use only. You agree not to modify, copy, distribute, transmit, display, perform, reproduce, publish, license, transfer, create derivate work from, sell or re-sell any content or information obtained from or through AutismEducators.com or any other selling platform where our products are listed or sold.
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