Forum Replies Created
-
Posts
-
This module has been really useful! I’ve already started using some of them!
Two examples of how I can use some of the tools identified in this module to improve my own teaching, learning, and assessment:
1. Lesson Plan Tool:
The Lesson Plan tool will help me plan more easily, especially when I need to plan different lessons for students with different needs. For example, when planning a maths lesson on 2D shapes for 1st class, I will use the tool to create a plan that includes group work, hands-on materials, and real-life shape hunts. It will allow me to focus more on getting students involved and on making sure that the lesson matches the curriculum.
2. Behavior Intervention Suggestions:
This tool will be really useful when I need quick ways to help students with challenging behaviours. I will use it for a student in my class who finds it hard to settle down and often walks around the classroom. The tool will suggest visual schedules, sensory breaks, and the use of a token system — all of which I will be able to put into practice right away. It will save me time and make it easier to provide behavioural support.Such great ideas! I’m in a special class and totally agree -Immersive Reader could be amazing, but device access is tricky. We also share iPads across the whole school, so it’s not always easy.
Dreamspace TV sounds brilliant for morning meetings! Such a fun way to bring in STEM.
And yes to CoPilot — it really helps get over that “blank page” feeling. Big time saver!
One of the best ways AI can change the game in teaching is by helping out with administrative tasks – something that takes up a lot of time in special education settings. In my autism class, I often have to write individual reports, document progress and prepare visuals or home communication logs. AI tools can save hours by helping to generate drafts, simplify reports, or even suggest visuals based on specific needs.
For example, I’ve used AI to help me write social story templates or summarise IEP notes in clear language for parents. This means I can spend more time supporting students and less time on repetitive paperwork.
But it’s important to make sure the data we use is kept private and not stored in unsafe systems. Also, some tools still need to be checked carefully to make sure they show the child’s actual progress.
But with the right guidance, AI can definitely make admin work more efficiently and give teachers back valuable time.
Totally agree! I also work in a special class and I’ve seen how powerful AI can be — especially for creating visuals or adapting lessons based on what really motivates each child. Tools like image generators or even ChatGPT have made it easier to personalise learning in a fun and accessible way.
I work with autistic children in a special class, and I see both the good and the bad of using AI in education. The video made me realise how important it is to be careful with these technologies, especially when working with students who may need a lot of structure, predictability, and personal support.
I’ve started using basic AI tools like image generators and story builders in my classroom to create personalised visual supports or social stories. These resources help make content more accessible and meaningful. But I do know about the ethical implications, especially when it comes to data privacy and how AI might amplify certain biases if it’s not used properly.
This got me thinking about teacher responsibility. While AI can support engagement and differentiation, it’s the human element — empathy, understanding, and professional judgement — that must lead. AI should be a tool to support inclusion, not a quick fix that risks oversimplifying complex human needs.
This sounds like such a fun and hands-on lesson—great way to explore flight and design! I love how you’ve included measurement, creativity, and even a literacy follow-up. I might try this with my own class using larger visuals and simplified steps. Thanks for sharing!
Planning for Space Week in an Autism class
For Space Week, I would plan a week-long series of short, structured and sensory-based activities to help children explore key space concepts in an engaging and accessible way. Each day would focus on one core idea, using visuals, music, movement and hands-on exploration.
Monday – The Sun
We’d start with a sensory circle time using songs like Mr. Sun and explore warm/cold with sun lamps vs ice packs. PECS cards and real-life photos would support understanding.Tuesday – The Moon
We’d look at the moon’s surface using textured materials (flour, foil), watch a short video of an astronaut walking, and jump like we’re in space.Wednesday – The Planets
We’d learn The Planet Song, use pom-poms and felt to create a sensory solar system, and sort planet visuals by size or colour.Thursday – Rockets
We’d build simple balloon rockets and predict how far they will go. Great for turn-taking and cause-effect learning.Friday – Aliens and Art
A creative day! Children design their own alien using playdough, recycled materials or drawing. We finish with a sensory video and music to celebrate the week.Throughout the week, I’d take photos and make a class book to revisit the learning and support communication.
Loved your ideas—especially the dressing-up role play and Weather Bingo! Thanks for the inspiration!
Adapting ‘Esero-Animals in the Cold’ for an Autism Class
To adapt the ‘Animals in the Cold’ lesson to my autism-specific classroom, I would structure the session into short, predictable parts using a visual schedule and clear transitions.
We would begin with a short sensory story about weather, using visuals for sunny, rainy, snowy, cold, and pairing each with physical props (e.g., spray bottle for rain, scarf for cold). Children would be invited to match weather symbols to real images using PECS or velcro boards.
Then, I would show photos of the polar bear and penguin, along with toy models and textured cards (fur, feathers) to support tactile exploration. For communication, I’d prepare PECS cards for ‘cold,’ ‘coat’, ‘warm’… allowing students to express ideas non-verbally.
For the hands-on part, we would do the blubber glove experiment using a ziplock bag with vaseline inside another glove. Each child could try dipping their hand in icy water with and without the ‘blubber’ and describe how it feels using visuals or AAC devices.
To end the session,I would show a sensory video ‘Baby Animals in Winter Wonderland and Soothing Music for Relaxation’ ttps://www.youtube.com/watch?v=azNqXbUW-K4
This video provides gentle music and snowy scenes—perfect for reinforcing the concept visually while supporting regulation.
Thanks so much for your
Also, thanks for the reminder about the Module 2 resources—I’ll go back and have a look to make those Earth-Sun-Moon links even clearer.
I’ve attached a few of the PECS visuals I plan to use in case they’re helpful to anyone!
Thanks again!
Hi Meagan,
This sounds like such a lovely and fun lesson! I love the mix of drama, creativity, and early science. The role play and construction ideas are great too. Thanks for sharing!Activity: Stars (Sensory Activity)
In my autism classroom, sensory-based learning is essential to ensure access, engagement, and understanding. For the “Stars” activity, I would create a multi-sensory exploration space themed around night-time and stars. We would begin by dimming the lights and projecting stars on the ceiling using a galaxy lamp or LED star projector to create a calming and immersive environment.
Each child would receive a textured star to hold—some soft, some glittery, some rough—allowing them to engage through touch. We would sing a familiar calming song such as Twinkle, Twinkle, Little Star and use Lámh signs or visuals to support language and participation.
To foster inquiry, I would pose a simple question: Where do we see stars? using PECS cards or AAC. Then, we would explore a sensory tray filled with dark fabric, star cut-outs, and small lights. Learners could match, sort, or hide stars based on interest and ability.
To finish, each child would create their own star using foil, paint, or stickers, encouraging self-expression and fine motor work.
Thank you for sharing your thoughtful approach! I also work in an autism classroom, so I really connected with the strategies you described. It’s great to see how you’re incorporating multisensory learning and cross-curricular links to engage your students in a meaningful way.
I completely agree that music and song are incredibly powerful tools for recall and enjoyment. The way you integrate creative expression through art and digital exploration adds depth and accessibility to the learning experience.
Your idea of using magazines and National Geographic to support comprehension and visual learning is brilliant. It provides opportunities for real-world connections and independent discovery, which can be so motivating for some learners.
As you said, for some it’s about planting a seed of interest, while for others it’s about giving them the tools to take their learning further at their own pace. Thank you for the inspiration!
Activity: The Planet Song
I would begin the lesson by inviting the children to join in a song-and-movement session, playing The Planet Song on the board.
After singing together, I would initiate a discussion with open-ended questions: What planet names did you hear?, Which one sounded funny or interesting?, What colours did you see? These questions help spark curiosity and conversation.
Next, I would set up planet-themed exploration stations: matching planets by size and colour, building planets from playdough, and sequencing planet cards in order from the sun. Children would be encouraged to make predictions (e.g., Which planet do you think is the biggest?) and compare their answers as we go through the stations together.
The lesson would end with a simple art activity where each child draws their favourite planet and shares one thing they remember
