worksheets for students with special needs

Education Resources

for Special Needs Students

Education Resources for Special Needs Students

Educate Learners offers printable worksheets, digital worksheets, flashcards, books and apps that are designed for learners of varying ability levels. Our resources are aligned with each states adapted standards of learning curriculum including the dynamic learning map (DLM). 

We offer engaging, standard-aligned resources

Adapted resources.

Each resources is adapted diligently with special learners in mind.  Our goal is to increase special needs learners ability to exhibit their academic skills.

Core Standards Aligned

Our resources align with common-core and state standards of learning.   Each aligned standard from grade levels K-3 is addressed in our resources.

Effective & Cost-Efficient

Since 2016, we have worked to ensure our resources are effective in supporting special learners at an affordable cost. Just $29.99/yr!

Subscribe Today!

Individual plan 1 student, access to all resources and a teacher account to keep documents and more., multi-student plan 10 students, access to all resources and a teacher account to keep documents and more. additionally, keep track of student progress for up to 10 students., multi-student plan 20 students, access to all resources and a teacher account to keep documents and more. additionally, keep track of student progress for up to 20 students..

Worksheets + More

We offer standard-aligned worksheets for students in grades K-3, as well as, flashcards and social stories.  Our resources are simple, adapted and great to use for special needs students.

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Free specialty worksheets for special education

Special Education Distance Learning Bundle Life Skills Reading Writing Math

Sentence Scramble #1 Decodable Phonics Reading Activity Digital & Print gr K,1,2

Practical Social Skills Bundle for Middle and High School Special Education

Career and Life Skills Activity Bundle Special Education for Teens and Adults

FREE A-Z Handwriting Practice

Primary Lined Writing Paper Templates Elementary Handwriting

FREE Introduction to Fractions on a Number Line Practice 3rd Grade Math Review

• Easel Activity

CVC Word and Sentence Reading Picture Match (Cut & Paste)

Numbers 1-10

FREE Main Idea & Supporting Details Activities Graphic Organizers Central Idea

• Google Apps™

End of Year - Summer Vacation Word Search

Post It Note / Sticky Note Printing Template - FREEBIE

• Word Document File

Free Main Idea and Supporting Details Activities, Worksheets: Key Details

Free Sequencing Stories

FREE Counting Math Patterns Kindergarten Math Review Worksheets Apple Theme

FREE 4th Grade Reading Comprehension Passages & Questions for Inference

Character Traits Graphic Organizer Worksheet

Free Morning Work for First Grade

Spring Listen Up! Following Directions FREEBIE

*FREE* I CAN WRITE LETTERS - Alphabet Formation Charts & Worksheets

FREE 3rd Grade Reading Comprehension Passages and Questions

FREE Handwriting Practice Pages

Cut and Paste Shape Match | 2D Shape Sort

Back to School Student Survey - Free Survey for Middle and High School Students

Irregular Past Tense Verb Worksheets

2D Shapes Worksheets

FREEBIE SAMPLE DAILY HANDWRITING PRACTICE .... OT SPED k123 writing practice

Personal Narrative Writing Materials FREEBIE | Graphic Organizers and MORE

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, inclusive education for special needs students.

Inclusive education involves teaching all students in the same age-appropriate general education classroom at their local school, regardless of the challenges they face. The philosophy of inclusive education promotes the idea that students with disabilities are just as competent as students without disabilities. Successful inclusive education for students with disabilities involves accepting their differences, ensuring they feel supported and encouraging them to participate fully in the classroom.

Take a look at the benefits of inclusive education and what strategies teachers can use to ensure classrooms are welcoming and accessible to all students. 

Benefits of inclusive classrooms

Students with or without disabilities benefit from inclusive education in a variety of ways. For instance, teaching students with special needs in inclusive classrooms can lead to: 

• Greater academic gains in literacy, math, and social studies
• Better communication and social skills
• Fewer absences
• Less disruptive behavior
• More motivation to work and learn

Research shows that students without special needs also benefit from learning alongside those with special needs, developing both their cognitive and social abilities. This is generally because inclusive classrooms can enable new learning opportunities to emerge. Serving as a peer coach, for instance, can enable students without special needs to improve their own academic performance by helping others learn.

Classroom teachers can start by providing instruction using learning modalities that cater to a diverse range of learners, which should end up benefiting all students in a general classroom.  

Creating an inclusive classroom for students with disabilities

When developing inclusive classrooms for students with disabilities, it’s crucial to review the individual education plan (IEP) of each student before incorporating new methods. The type of disability that a student has can determine what strategies work best. 

Learning disabilities

Students with learning disabilities succeed academically when given specific remedial instructions. This could involve breaking down an assignment into smaller steps, using diagrams or pictures to emphasize directions and modeling instructions to help students visualize what they need to do. 

Scaffolding practices can also make a difference. Start with an explicit instruction to help students acquire a new skill before easing them into the next learning segment. Asking students about their processes and encouraging them to monitor their own progress can help them better grasp what they’re learning. 

Down syndrome

Full-inclusion special education for students with Down syndrome should involve a multisensory-based program. Multisensory instruction engages more than one sense at a time, such as pairing visuals with auditory instructions or demonstrations of how to complete a task. 

Breaking instructions into smaller steps and repeating small chunks of information can make it easier for students to retain what they’re reading or viewing. Because students with Down syndrome learn at a slower pace than their peers, allowing adequate response time ensures they have a chance to apply what they’ve learned on their own. 

Students with autism may have sensory processing difficulties and need quieter classrooms, dimmer lights, and minimal smells to participate fully. Creating designated learning areas can provide students with a distraction-free zone to focus on their work. Using visuals to establish classroom boundaries or explain activities can better communicate expectations and help students become more independent. 

Health impairments

Health impairments can be due to a variety of conditions, such as arthritis, epilepsy, ADHD, and seizure disorder. Each condition comes with unique impairments and modifying the classroom with technology can make it easier for students to learn and communicate. Providing assignments electronically or audio-recording lessons helps students access materials on their own if they find it difficult to focus. Peer coaches can also provide guidance during hands-on activities for students with physical limitations. 

Emotional disturbances

Students who suffer from Emotional and Behavioral Disorders (EBDs) may find it difficult to practice impulse control or interact with other students. Providing clear classroom guidelines and implementing a reward system that recognizes positive behavior can influence students to engage with their peers and do well in their lessons. 

EBD students may also struggle to focus for long periods. Providing mini-breaks or extra time to finish assignments throughout the school day gives students a chance to burn off excess energy or catch up with the rest of the class. 

Orthopedic impairments

Classroom accessibility is one of the major challenges students with orthopedic impairments face. If the student is in a wheelchair, they may require special tables or seats to participate comfortably. Writing aids, such as pencil grips or special paper, can benefit students with upper limb disabilities. Teachers may also need to modify lesson plans and class activities for accessibility. For instance, assigning a peer mentor or special tasks the student can accomplish on their own while still being part of the group can help them feel included. 

Hearing impairments

Students with a hearing impairment may require assistive devices, such as an induction loop or a transmitter with a clip-on microphone worn by the teacher, to succeed in the classroom. Written materials and captioned videos can make it easier for students to understand instructions.  

Assigning students with hearing loss a seat in the front row ensures they have a clear view of the whiteboard, projector, or instructor, especially if they lip-read. Teachers can take an extra step by facing the class instead of the board when lecturing and allowing students to record lectures to better access information.

Visual impairments

Inclusive activities for visually-impaired students require verbal instruction for them to participate fully. Alternative options may need to be offered if the activities are off-campus. Supplying course materials electronically can also help students adapt information to a more suitable format, such as audio.

Because students with visual impairments may take longer to read or complete assignments, making a weekly or monthly schedule can help them plan accordingly and get a head start if they wish. Providing audio-recorded comments on tasks instead of written comments can make feedback and instruction more accessible. 

Multiple disabilities

Students can have multiple physical or mental disabilities that make the classroom environment more difficult to navigate. Rather than rigidly sticking to a singular program for all students to follow, provide students with disabilities an individualized schedule with alternative assignments or tasks that align with their needs. Ensuring there are minimal distractions in the classroom and that class materials are available in multiple formats can help students stay focused and get the information they need. Having a separate, quieter room available for exams or other solo tasks can help students successfully complete their work in a distraction-free zone.

Inclusive classrooms offer a plethora of advantages for students with disabilities, as well as those without. By introducing certain teaching strategies and adapting the instruction to guarantee access, students can have an improved educational experience. For instance, individualized timetables for a range of impairments and providing course material electronically for those with visual impairments can help generate a learning atmosphere that caters to everyone’s needs. All in all, inclusive classrooms can help cultivate a feeling of fellowship and acceptance, allowing for a more fulfilling learning experience.

You may also like to read

• Teacher Lesson Plans for Special Education Students
• Should Technology Be Part of Early Childhood Education?
• 10 Great Apps for College Students Studying Education
• 9 iPad Apps for the Special Education Classroom
• Mainstreaming Special Education in the Classroom
• Five Reasons to Study Early Childhood Education

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Early Childhood and Elementary (Grades: PreK-5) ,  Early Childhood Education ,  Educational Technology ,  High School (Grades: 9-12) ,  Leadership and Administration ,  Mid-Career Teacher ,  New Teacher ,  Professional Development ,  Special Education

• Certificates for Reading Specialist
• Online & Campus Doctorate (EdD) in Higher Edu...
• Teacher Resources for Social-Emotional Develo...

• Definitions
• Evaluation & Identification
• Characteristics
• Eligibility for Services
• IEP Development
• Procedural Safeguards
• Disputes and Due Process
• Fine Motor Skills Development
• Language Development
• Visual Discrimination
• Mathematics
• Learning Strategies
• Teacher Toolbox
• New Teacher Handbook
• Communication Skills
• Social Behavior
• Social Skills Toolbox
• Emotions Color Wheel
• Social Emotional Skills
• Classroom Environment
• Assessing Behavior
• Behavior Management
• Functional Communication
• Visual Schedules
• Daily Living Skills
• Social & Behavioral Skills
• Resources for Adults & Seniors
• Demo Version
• Purchase Orders & Ordering Information
• Feelings Journal
• Learning Social Skills Workbook
• Special Needs Handbook for Teachers

Learn about DiagnoseFirst , our newest project to help teachers and clinicians recognize the symptoms of ASD.

JobTIPS Student Version

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox Pro

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

Watch more Videos about JobTIPS:

• Which Version of JobTIPS is right for me?
• JobTIPS Student - Keeping a Job
• JobTIPS Student - Disclosing your Diagnosis
• JobTIPS Student - Determining Interests
• JobTIPS Student - Pre- Employment Screening Tests

View2do for Parents:

Watch more Videos about View2do:

• View2do for Teachers
• Overview of View2do

• Join for Free

• All Subcategories
• Secondary/Adult
• Social Skills

Unlimited Access

Plans starting as low as $9.99 / mo

Unlock All Resources

Special needs worksheets for students – customized resources for special education needs..

Morning Routine Word Wall

Special Needs / Schedules and Routines

Monthly Activity Calendars: December 1 (prek-elementary/special needs)

Special Needs / Monthly Activity Calendars - prek/early elementary

Media Type PDF

Special Needs: Flashcards: Social Situations

Special Needs

Social Skills: Classroom and School Rules

Schedules and Routines: Preparing Dinner and Evening Routine

Schedules and Routines: Problem Solving

Schedules and Routines: Washing Hands and Face

Picture and word schedules or routines for brushing teeth and nail care

Schedules and Routines: Arriving Home from School or Work

Schedules and Routines: Taking a Shower or Bath

Schedules and Routines: Answering Phones and Mealtime Rules

Schedules and Routines: Getting Dressed and Undressed

New to abcteach?

Sign up to Download From 49,000+ Resources

TERMS OF SERVICE

1.1. The abcteach.com public and membership websites have been in operation since about 2000, providing access to downloadable materials for educators and parents.

1.2. The abcteach.com website is owned and operated by ABCTEACH LLC, a Michigan limited liability company. The names "abcteach" and "abctools" are registered trademarks. As used in this Terms of Service and Privacy Policy, "We" and "abcteach" and "Site" refer to all websites and services, whether public or membership, operated or offered by abcteach. Currently we operate under the following base urls: abcteach.com, and members.abcteach.com.

1.3. abcteach is for use by parents, educators, and others over the age of 18. The materials made available by abcteach are intended to be used with and for children and students, among others, at the discretion and under the control, supervision, and direction of the parents, educators, and other adults who are visitors, members, or subscribers to the Site. As used in this Terms of Service and Privacy Policy, "you" refers to such visitors, members, or subscribers.

1.4. By using the Site, you accept and agree to be bound by the following terms. We may, solely at our discretion, modify or revise these terms and conditions at any time by updating this web page, and you agree to be bound by these modifications or revisions. You should visit this page periodically to review the terms. From time to time, we will require that you confirm your agreement to the terms.

2.1. Sharing of password or login information is strictly prohibited. Suspension of account access may result from sharing of this information.

2.2. Worksheets and other materials available on abcteach, including clip art, may be printed or otherwise duplicated for use in your home or your classroom(s). Clip art on abcteach is intended as a resource for you in creating lessons and teaching materials and the like within your permitted usage of the Site. If you are a paid member, our clip art may be: placed on another publication as clip art, or distributed individually on a third-party authorship site, if you as a member give abcteach credit for any clip art intended to be redistributed. Giving credit to abcteach requires you to mention our name and website on any publications in which you use our clip art for redistribution. You may not use our clip art in the design or content of another website; or distribute our clip art electronically or by email or text or by any other media or social media. Furthermore, Members are prohibited from packaging our clip art into their own collections for sale, each clip art illustration used for resale, must be used individually, again giving credit to abcteach.com.

2.3. The abcteach copyright appears on every page; we require that this copyright remain in place on all reproductions.

2.4. Except as provided in section 2.7 below, all of the worksheets and other materials available on abcteach are intended for non-commercial educational purposes.

2.5. You may place links to abcteach from your own education website; however, copying or uploading abcteach resources and documents to your own site is a copyright violation and will be treated as such. Deep linking is not permitted. (A "deep link" is a hyperlink that bypasses a website's home page and takes the user directly to an internal page. For example, instead of linking to the home page of a newspaper, a deep link might take the user directly to a newspaper article within the site.) At abcteach, linking directly to a content page rather than the home page or a directory page is considered deep linking and is not permitted.

2.6. Under no circumstances may any of the documents, resources, clip art, worksheets, or other materials (including text, images, or website design) on abcteach be re-sold or re-distributed without the express permission of abcteach.

2.7. We may permit you to use abcteach materials in your creation and sale of educational materials produced by you individually, on sites such as Teachers Pay Teachers, upon your payment of a separate additional fee and your submission of an executed agreement as stated elsewhere on the Site. This would offer you a limited non-exclusive license to use abcteach materials within the scope of the separate agreement; such permission being terminable at any time by abcteach in our sole discretion; you agree that you will immediately cease the use, or offering for sale, or sale, of any such educational materials in the event we take such action. By using any materials, you acknowledge that other members may be acting under similar permissions and creating similar materials.

2.8. If you desire to use abcteach materials in any other manner, or if you have any questions about permissible uses that are not specifically addressed here, you should address your inquiry to support@abcteach.

3. Responsibility for User-Created Content

3.1. The Site has tools and other features, including but not limited to abctools, the abcWorkshop, and other applications, that facilitate the creation of user-generated word lists, puzzles, worksheets, and other resources. The user-selected content of such user-generated materials is your sole responsibility and not that of abcteach. If any other person, including children or students, uses your member account to access or use abctools or abcWorkshop or any other abcteach application, you agree to and assume responsibility for any such materials.

3.2. You are responsible for assuring that any materials, lists, documents or other documents created with this abcteach tools, resources, and applications, are appropriate, and you will not cause or permit the tool to be used to create harmful, vulgar, threatening, or otherwise inappropriate content.

3.3. If you share an abcteach document or user-generated document, by any means including any of the sharing features or applications or tools found on the Site, you are solely responsible for the content of the transmitted materials or documents.

3.4. If any sensitive materials or information or documents from the Site, or user-generated materials, are shared or provided to a child under the age of 13, you agree that you will first obtain express consent from the child’s parent or guardian(s) to share such documents with the child, and obtain permission and/or releases for the use of any user-generated information concerning the child or the child’s family that may be contained in such documents.

4. License Grant to abcteach

By posting information on or through our Sites, you automatically grant abcteach a royalty-free, perpetual, irrevocable, non-exclusive license to use, reproduce, modify, publish, edit, translate, distribute, perform, and display the information, alone or as part of other works, in any form, media, or technology, whether now known or hereafter developed, and to sublicense such rights through multiple tiers of sub-licensees.

5. Charges, Payments, and Subscription Charges and Cancellation

5.1. We currently offer one-year and two-year individual memberships for single payment, and a monthly plan with payment of an initial setup charge followed by monthly payments. We also offer group memberships to schools, districts, and groups, the details of which are described separately. The terms and prices of individual memberships as they may exist from time to time are stated on the Site. We may choose to offer different membership plans. By becoming an abcteach member, you agree that we may renew your subscription automatically for the same subscription terms on the day your previous subscription ends, and you authorize us to charge you for the subscription term, unless you cancel your account prior to its renewal date through the cancellation process, as provided in sections 5.4 – 5.6 below.

5.2. We use third-party payment providers (such as CyberSource and other providers) for all credit and debit card and PayPal and similar transactions. We do not collect or retain information about user’s credit or debit cards or PayPal accounts or other payment mechanism, all of which information is retained and used according to secure procedures of the third-party payment providers.

5.3. Depending on the plan you choose, you will be charged a fee automatically through our renewal system. By becoming an abcteach member, you are agreeing that we are authorized to charge you the membership fee associated with the type of membership (monthly, yearly, or bi-yearly) that you chose during registration. You agree that we are authorized to charge you the membership fee at the then-current rate to the payment method you provided during registration. Please note that prices and charges are subject to change without notice. Fees each month may be modified using credit card, debit card, PayPal, or other payment methods available through your account. This includes: promotional discounts advertised in our weekly member newsletters, or on-brand promotional ads. Each renewal payment will take place on or about the anniversary of the original date of account registration. If all eligible payments methods we have on file for you are declined, you must provide us a new payment method promptly or your membership will be canceled. If the renewal of your membership fails for any reason, we will attempt to process your renewal for a period up to thirty (10) days.

5.4. Membership Cancellation. You may cancel your membership any time by visiting Your Account and adjusting your settings. If you choose to cancel your subscription or fail to pay any fees, we may stop your membership. If you cancel your membership or are no longer a paid user, you have the option to continue use as a free user.

5.5. UNLESS YOU NOTIFY US BEFORE A SUBSCRIPTION PAYMENT THAT YOU WANT TO CANCEL OR DO NOT WANT TO AUTO RENEW, YOU UNDERSTAND THAT YOUR ABCTEACH MEMBERSHIP WILL AUTOMATICALLY CONTINUE AND YOU AUTHORIZE US TO COLLECT THE THEN-APPLICABLE MEMBERSHIP FEE AND ANY APPLICABLE TAXES, USING ANY/ ALL ELIGIBLE PAYMENT METHODS WE HAVE ON RECORD FOR YOUR ACCOUNT.

5.6. ALL FEES ARE NON-REFUNDABLE. Termination of your account may include removal of your access to all offerings of the website; including password, information, files, and user content associated with your account, and barring any further use of abcteach membership services and tools.

5.7. We may terminate your membership at our discretion without notice. If we do so, we will provide a prorated refund based on the number of days/months remaining in your membership. However, we will not give any refund for termination related to conduct that we determine, in our discretion, violates these terms or any applicable law, involves fraud or misuse of the membership agreement, or is harmful to our interests or another use.

5.8. By applying for membership, you represent that: you are over the age of 18; that you are competent to enter into a contract; that you are the owner of, or authorized by the owner, to utilize the credit or debit card or other payment mechanism used for the payments; that the information you submit about your location and contact information is correct; that you will promptly notify us of any change in your email address or payment mechanism; and that you have read and agree with the provision of these Terms of Service and Privacy Policy. We reserve the right to decline any application for membership, or to change the terms and/or conditions of any account at any time, for any reason or no reason.

5.9. We may offer, on the Site or through other means, and broadly or to limited groups of potential members, promotional prices, seasonal pricing, free trial memberships, or other special prices and terms. Such promotional activities do not affect existing memberships, and abcteach will not provide or offer such promotional prices to existing members or users, and will not provide refunds or rebates or other price protections.

PRIVACY POLICY

• This Privacy Policy applies to all websites, public and membership, operated by abcteach. By providing information to us or using the Site, you agree to the terms and conditions of this Privacy Policy.
• abcteach will not knowingly send marketing or other messages to children. Nor does abcteach knowingly permit children to communicate through the Site or to provide personal information to us.
• Member Registration Information. abcteach collects and stores certain information that members, subscribers, and users of the Site are required to provide in registering for or subscribing to the Site. Such information can vary depending on the nature of the account, and may include personal identifying information such as name, email address, school or district information, physical address, etc.
• Electronic Payment and Credit Card Information. abcteach currently utilizes third party providers to handle electronic and credit card payment transactions, and abcteach does not itself collect or store information concerning such payments. If you want to review the privacy policies of such third party service providers, please request contact information for those providers by contacting abcteach at the one of the addresses given below.
• Payments by Check or Bank Transfers. When abcteach receives payments by check or bank transfers, most often from schools and districts, we collect and maintain information about such payments.
• Information about Usage of the Site. We collect information on usage of the Site, which may include pages visited, and downloaded, time on site, identifying information about the uses, etc.
• "Cookies" and other Tracking and Technology Information. abcteach and our third party service providers may use cookies and other technologies to retrieve and store information about Site usage, browser type, IP addresses, pages visited, date and time of usage, etc.
• Information derived from use of ABCTOOLS and abcWorkshop and other abcteach services and products. If a member or others introduce information into the system by utilizing any of abcteach's services or products including ABCTOOLS or abcWorkshop, it is possible such information will be gathered or stored. You represent, by using or permitting such use of the Site by yourself or by others or by children, that any personal information that may be included in such usage is used with permission and authority, including parental consent, and that you represent to us and our service providers that we are permitted to use the information.
• Registration and use of the Site.
• Payment for membership or subscriptions or products or services.
• Internal business purposes.
• Newsletters distribution.
• Special offers and marketing relating to abcteach.
• Customer service and problem resolution.
• Enforcement of abcteach intellectual property rights and membership terms and conditions.
• Responding to legal process or governmental requests for information.
• As required under applicable law or regulations.
• In connection with possible future transactions affecting abcteach, such as the sale of the Site, or mergers, sales of assets, reorganizations, etc. , in which event all or a part of stored information including member and user information may be transferred to a successor business or website operator.
• As we may require in connection with specific services and products, current or future.
• Children's Privacy Notice Usage of the Site is limited to adults and children are not permitted to use the Site. Nor do we request that any personal information be provided by or about children including those in your family or classroom. Children under the age of 13 are not requested to provide any personal information while using the Site. However, to comply with the Children's Online Privacy Protection Act, if it is brought to our attention that children under 13 years of age intend to use the Site, we reserve the right to require you to seek the consent of Parents in order for children under 13 years of age to use the Site in any manner that could result in the submission of personal information, and to terminate your access to the Site if such consent(s) is not obtained or submitted timely. If a member, teacher, or parent uses the Site or any of its tools or products in a manner by which a child could disclose personal information to others, it shall be a representation by that member, teacher or parent that the child's parent has expressly authorized such use and has expressly authorized abcteach to collect, store, and distribute the child's personal information to other users of the Site. Additionally, such personal information may be collected or stored by the cookies and other technologies described above. Parents may contact abcteach at the addresses provided below.
• Security abcteach attempts to secure its information and that of others by using reasonable safeguards and procedures. However, no internet or electronic data communication, transmission or storage system can be guaranteed to be completely secure. For that reason, abcteach cannot and does not guaranty the security of information transmitted to or shared with us. You use the Site and provide and share information at your own risk. If you have questions or concerns, you should not submit or share personal information or other sensitive information.
• Links to Other Sites abcteach does not ordinarily link to other websites. If such links are used, those websites or applications will be not be covered by this Privacy Policy. Users should review privacy policies of such sites and applications.
• Consent to Transfer of Information to the United States and to the Application of U.S. Law and Jurisdiction. abcteach is operated and managed by ABCTEACH LLC from within the United States. Neither the Site nor its staff nor its owner intend to be governed or subjected to the laws or jurisdiction of any other country other than the United States. Information provided to abcteach or to its third party service providers will be processed, stored, and used in the United States and other countries where the service providers or abcteach or affiliates may have operations. By using the Site, you irrevocably consent to the transfer of information to the United States, or to other countries other than your country of residence, and to the storage and use of the information in the United States. You acknowledge and agree that, to the extent that the laws of the United States differ from those of your country of residence, you consent to the application of the laws of the United States to your information and to the relationship between yourself and us, and you covenant and agree that you will not assert that other law is applicable. Any litigation or court proceedings of any nature concerning the relationship between you and abcteach, or to these terms and conditions, or to the Privacy Policy, or to any other matter relating to abcteach, shall be only and exclusively in the Circuit Court for Oakland County, Michigan, or the United States District Court for the Eastern District of Michigan, and you irrevocably consent to personal jurisdiction in such forums for any such litigation or proceedings.
• Indemnification and Hold Harmless You agree to indemnify, defend, and hold harmless abcteach, and all related parties and services, from any and all liability, penalties, losses, damages, costs, expenses, attorneys' fees, causes of action, or claims caused by or resulting indirectly from your use of our Sites.
• No Warranties Use of this service is on an "as-is" basis. ALL WARRANTIES, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF FITNESS FOR A PARTICULAR PURPOSE AND MERCHANTABILITY, ARE SPECIFICALLY DISCLAIMED. Any contact with any agents of this service, either in person or through electronic means does not create a warranty.
• Changes to Our Terms of Service and Privacy Policy We may change these Terms of Service and Privacy Policy at any time and such changes will become effective when posted to the Site. Your use of the Site following such the posting of any revised Terms of Service and Privacy Policy means that you accept the revised terms and policy.
• Contact Information Regarding Terms of Service and Privacy Policy Legal questions and concerns should be directed to our General Counsel, whose email address is [email protected] . Alternatively, first class mail addressed to General Counsel, ABCTEACH LLC, c/o Bodman PLC, 1901 St. Antoine Street, Detroit, Michigan 48226. Other questions should be directed to Customer Support, whose email address is [email protected] .

REVISION DATE: August 1, 2017

• Try for free

Teaching Students with Special Needs

Download for free!

Teaching is a remarkable journey, one that is full of opportunities and challenges. When it comes to teaching students with  special needs , the journey becomes even more unique. Educators may find themselves navigating uncharted waters, as each student presents a distinct set of skills, abilities, and learning styles. You may need to make accommodations for some and modifications for others.

The following article aims to shed light on effective strategies for teaching students with special needs, as well as the various types of special needs students you may encounter in your classroom. With our tips and tricks, we hope to empower teachers to provide the best possible education for every student, no matter their individual needs.

What are special needs in the classroom?

The term “special needs” refers to students who have had an evaluation and qualified for special education under an Individualized Education Plan (IEP).

These students typically have disabilities, as defined under  The Americans with Disabilities Act : physical or mental impairments that substantially limit one or more of the major life activities of an individual; a record of such an impairment; or being regarded as having such an impairment.

Students in special education require their learning to be tailored to their specific needs, based on the nature of their disabilities or impairments.

Special education terms to know

When working with special needs students, two terms you are sure to encounter are  accommodation   and   modification . An accommodation is a device, material, or support process that will enable a student to accomplish a task more efficiently. Modification refers to changes to the instructional outcomes; a change or decrease in the course content or outcome.

An  Individualized Education Plan (IEP)  is a legal document under United States law that is developed for each public school child who needs special education. It is created through a team effort and reviewed at least once a year. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them. On the other hand, a  504 Plan  is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

Types of students with special needs

To help you tailor your lesson plans to your special needs students, we’ve compiled a list of the most common disabilities in the classroom and specific strategies to help these children learn.

Students with learning disabilities

Learning disabilities  are disorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.

Common learning disabilities include ADHD, dyslexia, dyscalculia, dysgraphia, and dyspraxia.

Students with  Attention-Deficit/Hyperactivity Disorder  (ADHD) offer significant and often perplexing challenges for many teachers. ADHD students comprise approximately 3 to 5 percent of the school-age population. This may be as many as 35 million children under the age of 18. Boys tend to be diagnosed for ADHD at a younger age than girls.

Common indicators of learning disabilities

The following traits are common indicators of learning disabilities in students. These traits are usually not isolated; rather, they appear in varying degrees and amounts in most students with learning disabilities.

• Has poor auditory memory—both short-term and long-term.
• Has a low tolerance level and a high frustration level.
• Has weak or poor self-esteem.
• Is easily distractible.
• Finds it difficult, if not impossible, to stay on task for extended periods of time.
• Is spontaneous in expression; often cannot control emotions.
• Is easily confused.
• Is verbally demanding.
• Has some difficulty working with others in small or large group settings.
• Has difficulty in following complicated directions or remembering directions for extended periods of time.
• Has inflexibility of thought; is difficult to persuade otherwise.
• Has a poor concept of time.

Strategies for teaching students with learning disabilities

Teaching students with learning disabilities will present you with some unique and distinctive challenges. Not only will these students demand more of your full-time and patience; but so, too, will they require specialized instructional strategies in a structured environment that supports and enhances their learning potential.

It’s important to remember that students with learning disabilities are not students who are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their distinctive learning abilities. Here are some strategies to help teach special needs students with learning disabilities:

• Provide oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
• Provide students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.
• Make activities concise, whenever possible. Long, drawn-out projects are particularly frustrating for these students.
• Children with learning disabilities have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
• Encourage cooperative learning activities (see  Teaching with Cooperative Learning ) when possible. Invite students of varying abilities to work together on a specific project or toward a common goal. Create an atmosphere where a true “community of learners” is facilitated and enhanced.

Students with hearing impairments

Hearing impairment may range from mildly impaired to total deafness. Although it is unlikely that you will have any deaf students in your classroom, it is quite possible that you will have one or more who will need to wear one or two hearing aids. 

Strategies for teaching students with hearing impairments

• Physically act out the steps for an activity. You or one of the other students in the class can do this.
• Seat a hearing impaired child in the front of the classroom and in a place where he or she has a good field of vision of both you and the chalkboard.
• Many hearing impaired youngsters have been taught to read lips. When addressing the class, be sure to enunciate your words (but don't overdo it) and look directly at the hearing impaired student or in his or her general direction.
• Provide a variety of multi-sensory experiences for students. Allow students to capitalize on their other learning modalities.
• It may be necessary to wait longer than usual for a response from a hearing impaired student. Be patient.
• Whenever possible, use lots of concrete objects such as models, diagrams, realia, samples, and the like. Try to demonstrate what you are saying by using touchable items.

Students with visual impairments

All students exhibit different levels of visual acuity. However, it is quite likely that you will have students whose vision is severely hampered or restricted. These students may need to wear special glasses and require the use of special equipment. Although it is unlikely that you will have a blind student in your classroom, it is conceivable that you will need to provide a modified instructional plan for visually limited students.

Strategies for teaching students with visual impairments

• Tape-record portions of textbooks, trade books, and other printed materials so students can listen (with earphones) to an oral presentation of necessary material.
• When using the chalkboard, use white chalk and bold lines. Also, be sure to say out loud whatever you write on the chalkboard.
• As with hearing impaired student, it is important to seat the visually impaired student close to the main instructional area.
• Provide clear oral instructions.
• Be aware of any terminology you may use that would demand visual acuity the student is not capable of. For example, phrases such as “over there” and “like that one” would be inappropriate.
• Partner the student with other students who can assist or help.

Students with physical impairments

Physically challenged students include those who require the aid of a wheelchair, canes, walkers, braces, crutches, or other physical aids for getting around. As with other impairments, these youngsters' exceptionalities may range from severe to mild and may be the result of one or more factors. What is of primary importance is the fact that these students are no different intellectually than the more mobile students in your classroom.

Strategies for teaching students with physical impairments

• Be sure there is adequate access to all parts of the classroom. Keep aisles between desks clear, and provide sufficient space around demonstration tables and other apparatus for physically disabled students to maneuver.
• Encourage students to participate in all activities to the fullest extent possible.
• Establish a rotating series of “helpers” to assist any physically disabled students in moving about the room. Students often enjoy this responsibility and the opportunity to assist whenever necessary.
• Focus on the intellectual investment in an activity. That is, help the child use his or her problem-solving abilities and thinking skills in completing an assignment without regard to his or her ability to get to an area that requires object manipulation.
• When designing an activity or constructing necessary equipment, be on the lookout for alternative methods of display, manipulation, or presentation.
• Physically impaired students will, quite naturally, be frustrated at not being able to do everything the other students can accomplish. Be sure to take some time periodically to talk with those students and help them get their feelings and/or frustrations out in the open. Help the child understand that those feelings are natural but also that they need to be discussed periodically.

Students with emotional struggles

Students with emotional problems are those who demonstrate an inability to build or maintain satisfactory interpersonal relationships, develop physical symptoms or fears associated with personal or school problems, exhibit a pervasive mood of unhappiness under normal circumstances, or show inappropriate types of behavior under normal circumstances.

Although you will certainly not be expected to remediate all the emotional difficulties of students, you need to understand that you can and do have a positive impact on students' ability to seek solutions and work in concert with those trying to help them.

Strategies for teaching students with emotional struggles

• Whenever possible, give the student a sense of responsibility. Put the student in charge of something (operating an overhead projector, cleaning the classroom aquarium, re-potting a plant), and be sure to recognize the effort the student put into completing the assigned task.
• Provide opportunities for the student to self-select an activity or two he or she would like to pursue independently. Invite the student to share his or her findings or discoveries with the rest of the class.
• Get the student involved in activities with other students—particularly those students who can serve as good role models for the child. It is important that the emotionally disturbed child has opportunities to interact with fellow students who can provide appropriate behavioral guidelines through their actions.
• Discuss appropriate classroom behavior at frequent intervals. Don't expect students to remember in May all the classroom rules that were established in September. Provide “refresher courses” on expected behavior throughout the year.
• Emotionally disabled students benefit from a highly structured program—one in which the sequence of activities and procedures is constant and stable. You will certainly want to consider a varied academic program for all your students, but you will also want to think about an internal structure that provides the support emotionally impaired youngsters need.
• Be sure to seat an emotionally impaired child away from any distractions (highly verbal students, equipment, tools, etc.).
• Whenever possible, keep the activities short and quick. Provide immediate feedback, reinforcement, and a sufficient amount of praise.

Final takeaway…

Remember: you are not alone when it comes to working with special needs students. Often specialists, clinicians, and other experts are available in the school as part of an educational team. Included on the team may be special education teachers, diagnosticians, parents, social workers, representatives from community agencies, administrators, and other teachers. By working in concert and sharing ideas, you can provide a purposeful education plan for each special needs student.

Featured High School Resources

Related Resources

About the author

Digital Content Manager & Editor

About haley.

• Skip to main content
• Skip to header right navigation
• Skip to after header navigation
• Skip to site footer

NeuronUP. Web platform of cognitive rehabilitation

10 activities for students with special education needs

More than 7 million students, or about 15% of those ages 3 to 21, received special education services in the 2020-21 school year under the Individuals with Disabilities Education Act (IDEA), according to the National Center for Education Statistics.

To ensure the quality of special education services and meet the many needs in their classrooms, teachers must invest a considerable amount of time in tailoring lessons and materials to their students.

In fact, what makes the role of a special educator especially challenging is the number and diversity of needs in a classroom. Teachers must support not only the academic needs of their students, but also communication, behavioral and physical needs, among others. However, special education teachers often operate without adequate materials to address these needs.

According to a survey conducted by the Council for Exceptional Children (CEC) 72% of teachers of students with special needs modify their curriculum to support their individualization either most of the time or always. Moreover, teachers rank adequate resources requirements as the most important criteria for their success.

The lack of materials places a significant extra burden on teachers. Therefore, here are 10 activities developed to help learners with special needs achieve a higher level of self-sufficiency and success in school and in their community.

Activities for students with special education needs

Below you will find 10 exercises developed for special education teachers under the principles of ecological validity and generalizability with the aim of unlocking students’ potential by addressing their special needs through cognitive stimulation activities in the classroom.

You will be able to customize and adapt the activities to their needs and capabilities increasing students’ motivation and engagement , thus enhancing their performance.  

1. Word Fishing

What does it consist of.

The first activity to work with special needs students that we present is Word Fishing . In this game students have to make words by putting syllables or individual letters in the correct order. It is divided into six levels of difficulty. They will automatically move up or down a level depending on his or her successes or mistakes.

We show you an example in the following video.

Activity customization

You will be able to customize this activity to meet the individual needs and capabilities of each child, being able to set the general features and parameters.

General features

On the one hand, you can adjust general features such as the number of exercises, the maximum time, whether or not you want a visible timer for the activity and an inactivity warning, or you can modify the instructions if you wish.

And, on the other hand, the parameters, where you can select:

• Number of word parts.
• Movement of elements.
• Type of word parts: syllables or letters.
• Maximum errors.

What does this activity work?

This activity works:

• Working memory.
• Vocabulary.
• Hemineglect.

2. Who raised their hand?

In this activity children have to remember the order in which the classmates raised their hands to ask for a turn to speak and reproduce it. We show you an example below.

You will be able to customize this activity and set the general features and parameters:

You can adjust general features such as the number of exercises, the maximum time, whether or not you want a visible timer for the activity, the number of tries and an inactivity warning, or you can modify the instructions if you wish.

And, on the other side, the parameters, where you can select:

• Sequence length.
• Memorization time (sec).
• Number of elements.

This special needs activity works:

• Episodic memory.

3. Correct Image Name

Correct Image Name is a worksheet in which students must determine which word matches the image shown.

Work by levels

In addition, this exercise has different levels of difficulty so that the teacher can adapt the activity to the needs of each student with special needs: basic, easy, medium, difficult and advanced.

Here is an example of a medium level worksheet to work with people with special education needs.

This worksheet is available in both digital and paper format.

This activity works on discrimination.

4. Get Dressed

Another NeuronUP activity for k-12 students with special needs to work on ADLs that we highlight is Get Dressed . In this game they have to appropriately dress a mannequin in terms of the order and placement of the items of clothing as well as the type of situation.

In the example below, students have to dress the woman for a special occasion.

You will be able to customize the activity to suit the special needs and abilities of each student.

On the one hand, you can set general features. Here you can delimit the number of exercises, the maximum time, whether or not you want a visible timer for the activity and an inactivity warning, or you can modify the instructions.

• Clothing: all or basic ones only.
• Presentation of the clothing in order.
• Matching clothing.
• Setting: categories or wardrobe.
• Type of distractors: none, obvious or diverses.
• Maximum errors per type.
• Decision making.
• Body schema.

5. Pack your Backpack

This daily living activity involves packing the backpack for school by selecting only the objects necessary for that day of school. The aim of the game is that the children with special education needs don’t forget anything , but also they don’t have to pack things that they won’t need . Here is a medium level example.

You will be able to customize this activity to suit the individual needs and abilities of each child and set the general features and parameters:

In this ADL you can adjust general features such as the number of exercises, the maximum time, whether or not you want a visible timer for the activity and an inactivity warning, or you can modify the instructions if you wish.

And in terms of parameters you can select:

• Number of subjects and type.
• Hints: visible, hidden or none.
• Distractors: related, unrelated, all or none.

This special needs resource works:

• Selective attention.

6. Pocket Money

This exercise is a generator. Generators allow you to create  unlimited and ecological activities . The student can never memorize the answer, since each instance is different. This special education activity consists of selecting the amount of money requested . An example is shown below.

You will be able to customize this activity to suit the students’ individual needs and abilities. In addition, you can setup the general features and parameters.

In this generator you can configure general features such as the operation (correction or free mode and maximum errors allowed), the maximum time, whether or not you want a visible timer for the activity and an inactivity warning. Moreover, you will be able to modify the instructions if you wish.

As for the parameters, you can select:

• Type of currency.
• Type of amounts: integers or decimals.
• Range of amounts: from 0 to 1,500.
• Largest bill/coin.

7. What is the best thing to do?

This worksheet consists of  analyzing a situation and seeing what would be the right way to behave in it. Life is full of choices, and it is not always easy to make the right one. By showing different cases adapted to reality and giving them several behavioral options, we teach children to question several aspects of situations they may encounter in their daily lives and weigh the consequences of their decisions.

What is better to do? is organized into five levels of difficulty: basic, easy, medium, difficult and advanced.

In the following video we show you an example of how to work with this activity with students with special education needs.

Ways to work with this special education resource

Correction mode: the platform corrects the student after each action. Free mode: the platform does not correct the student until the end of the exercise.

This worksheet is available is also available on paper format for you to work with your students.

This activity works on social cognition.

8. Space Conquest

In this set in space game, students have to jump between the moving planets until they arrive to their final destination. As in all NeuronUP games, the difficulty levels up and down automatically according to their progress. In addition, the professional can choose the level manually. In this image we show you a medium level example to work with students with special needs.

This special needs activity can be customized to meet the needs and abilities of each student. You can also establish the general features and parameters.

In this game you can adjust general features such as the number of exercises, the maximum time, whether or not you want a visible timer for the activity, an inactivity warning and you can customize the instructions.

You can customize some parameters such as:

• Number of rows on the screen.
• Number of total rows.
• Distractors: no, some or all.

This game works on:

• Spatial relationship.
• Sustained attention.
• Inhibition.
• Processing speed.

9. That’s Odd!

This generator consists of categorizing numbers as odd or even . It is an activity for students with special needs to become familiar with numbers before learning to do counting. Below you will find an example.

You can tailor this activity to the students’ individual needs and abilities and you can set the general features and parameters.

In this generator you can set up general features such as the operation (correction or free mode and maximum errors allowed), the maximum time, whether or not you want a visible timer for the activity and an inactivity warning. In addition, you can modify the instructions.

You can customize the following parameters:

• Range of numbers: from 1 to 9,999.
• Number of numbers.
• Adaptability: whether the student has to drag or click to select the numbers.

This activity works semantic memory.

10. Waiter in Action

Special education students, who take on the role of waiters, have to pay attention to the different dishes ordered in a restauran t in this activity. They must serve each customer the ordered dish and be attentive as the dishes will change. The game is divided into various levels. Level 1 being the easiest and level 9 being the most complicated. In the following video you can find an example of how to work with this exercise:

This special education resource can be customized to meet the needs and capabilities of each student. General features and parameters can also be set.

In this game you can configure general features such as the number of exercises, the maximum time, whether or not you want a visible timer for the activity and an inactivity warning, or you can personalize the instructions.

In addition, you can edit specific parameters such as:

• Visible elements: number of diners and number of food items.
• The alternation.
• The variety of elements.
• The number of target stimuli.
• Correction criteria: totals, errors and omissions.
• Number of stimuli.
• Time of permanence of the stimuli.

Waiter in Action works on:

• Alternating attention.

Extra activity to work with students with special needs: Hidden Code

Hidden Code is the last activity to work at the classroom with students with special education needs consists of finding as quickly as possible the numbers that stay still among a group of numbers that are constantly changing.

For example, in the following medium level exercise students have to discover the hidden 4-digit code.

You will be able to customize this activity and set the general features and parameters.

You can set, on the one hand, the general features such as the number of exercises, the maximum time, whether or not you want a visible timer for the activity and an inactivity warning, or you can modify the instructions if you wish.

• Size of matrix: number of rows/columns.
• Number of motionless elements.
• Distribution of motionless elements: square, horizontal, vertical or random.
• Visual gnosis.

NeuronUP for Special Education

Unleash your students’ full potential by addressing their special needs through cognitive stimulation in the classroom.

Bibliography

Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The State of the Special Education Profession Survey Report. Arlington, VA: Council for Exceptional Children.

National Center for Education Statistics. (2022). Students With Disabilities.  Condition of Education . U.S. Department of Education, Institute of Education Sciences. Retrieved June 23, 2022, from https://nces.ed.gov/programs/coe/indicator/cgg

If you liked this post on 10 activities for students with special education needs, you may be interested in these NeuronUP posts:

Guidelines to implement inclusive education and how to use NeuronUP for this purpose

Rehabilitation of attention and inhibition in ADHD

Cognitive stimulation exercises for people with Down syndrome

About NeuronUP

Cognitive rehabilitation and stimulation tool Our platform offers a large amount of activities based on daily living designed by professionals. Linkedin

Reader Interactions

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Subscribe to our newsletter!

Special Education and Inclusive Learning

150 EYFS & SEN Sensory Learning Ideas

Free, simple sensory activities for eyfs or sen.

There are many options for embedding effective sensory learning curriculums for children who cannot access worksheets and online teaching resources. Sensory learners need sensory learning ideas. Preferably simple and free ones. This list of 150 (ish) ideas should give you some ideas to try at home, EYFS settings and in classrooms. You may also like our post on Scavenger hunts for children at home.

 If you really liked this list of sensory learning activities and SEN activities for Early Years please consider sharing it on Twitter, Pinterest or Facebook.

Frequently Asked Questions about Sensory Learning

Before we look at the ideas here are 10 FAQs about educational sensory learning:

• What is sensory learning? Sensory learning involves using the five senses – sight, sound, smell, touch and taste – to engage students in the learning process. When multiple senses are stimulated during hands-on activities, it can enhance memory, and focus and help children understand concepts.
• How does it benefit students? Sensory learning activities have been shown to boost brain development and skill retention. Multi-sensory input allows students to make real-world connections and learn in their preferred modalities. Research also links sensory activities to improved behaviour, focus and academic achievement.
• What types of sensory activities are most effective? Activities involving movement and tactile experiences tend to be most engaging. Things like outdoor exploration, playdough, sand or water play activate vestibular and proprioceptive senses for better attention. Multi-step sensory bins require problem-solving, numbering and literacy skills.
• How can it be used across subjects? Sensory maths uses objects like paint, rice or play money to learn addition/subtraction. For science, students can touch/observe real plants/animals. Sand trays bring stories and history to life. Music encourages creativity and language development. Cooking integrates reading/following directions and collecting data.
• How do I get started with sensory activities? Begin by only selecting 1-2 activities related to your lesson to keep focus. Introduce materials one at a time. Model expected behaviours. Give concrete directions and don’t expect too much at first. Remember to make activities open-ended for various engagement levels. Start simply and expand options over time. Do not worry about having your activities look instagram-worthy.
• Are there safety considerations? Yes, supervise all activities closely at first. Avoid anything with small parts for choking hazards. Be conscious of allergies/sensitivities. Wash hands after messy play. Sanitise materials and organise areas to be clutter-free. Be inclusive of sensory needs and don’t force participation.
• How can I fit it into a busy schedule? Incorporate movement into transitions whenever possible. Use sensory activities at centres during work time. Replace less engaging tasks with sensory options. Sensory stations outside of lessons can stimulate development too. Just 5-10 minutes regularly makes a difference without disrupting routines. Finger Gym can be a brilliant filler activity and sometimes you need hands-on activities that calm the class .
• How do I ensure focus on learning? Explain how sensory activities connect to subject learning. Have students discuss the purpose and identify targets. Guide participation toward goals using specific questions/feedback. Rather than rewards, praise effort/progress in skill-building. Observe for understanding before/after doing a hands-on task.
• How can parents support at home? Suggest carrying over learning from activities by discussing takeaways from school. Recommend using common household items for sensory experiences related to current topics. Share activity ideas through newsletters and encourage caregivers to participate in school events promoting the approach.
• What research supports the approach? Studies have found that sensory-rich classrooms see increased engagement, self-regulation, literacy/numeracy skills and focus. The neural mechanisms behind multisensory learning are well-documented too (Shams & Seitz, 2008) .

Proprioceptive Sensory Learning Activities

Balance walk along masking tape on the floor:

Tight hugs administered by a trusted adult.

Sensory Circuit Activities:

• Wall pushes
• Hand Squeezes
• Superhero poses
• Animal Walk – Based on our sensory trail
• Bear stretch

Follow the light/Follow the sound – The child’s whole head/body follows the movement of a torch

Vestibular Sensory Learning Activities

Imitate head positions

Sway in time with chill out music

Back and forth rowing

Spinning (10 seconds in each direction)

Jumping Jacks

Musical statues

Scooter rides

Cone spinner

Auditory Sensory Learning Activities

Guess the sounds:

• Animals – Great animal sound video here.
• Vehicles – Great vehicle sound video here.
• Instruments – Pretty tricky instrument video here

(you can link this to a “What’s in the bag” game)

Make a rain tube

Bottle blowing

Guess the song intro – Use favourite cartoon theme tunes. A CBeebies video playlist here.

Follow a drum beat – use biscuit tin or saucepan with wooden spoon

Follow a clap pattern

Discrimination Sound Game make a sound and see if the child can work out if it is:

• Near or Far
• Soft or Loud
• High or Low

Visual Sensory Learning Activities

Drop & watch bouncy balls

Colour mixing

Washing up liquid and food colouring experiment

Torch/Light Activities:

• Shadow Puppet Play
• Make numbers with your fingers
• Guess animals from silhouette
• Tray and guess shapes from silhouette
• Guess book characters from silhouette (Gruffalo etc)
• Put into tupperware and retrieve/Watch
• Create a light table .

Find items of interest in a picture/Find self in pictures

Sensory bottles

Sort boxes shape/size

Pile and knock down boxes/tower building

Pull colourful fabric slowly from a bag

Taste and Mouth Sensory Learning Activities

• Boats with straws
• Cotton Balls

This can help with limited diets and support food chaining .

• Crunchy/Chewy Items – Alternate
• Smooth, rough foods (smooth and crunchy peanut butter)
• Frozen Fruits
• Drink through a straw
• Cut vegetables into strips
• Smoothies – blend and taste
• Ask questions like, “Which food here tastes salty? Which ones are sweet?
• Colour cubes (cut food into cubes and sort by colour i.e cucumbers, apples.)
• Mashing foods, ripe pears, potatoes, grapes

Tactile Sensory Learning Activities

This can include essential hygiene routines such as hand washing etc. Here are more tactile sensory learning ideas that use your outdoor areas.

Sensory Ball Games:

• Throw/roll into bucket
• Different textured balls – Wrap in paper, cling film, tin foil
• Roll from head to toe and back
• Roll in playdough to make patterns
• Splat into paint and roll/throw onto paper

Touch and Texture Sensory Learning Ideas

Put objects in a box and feel/guess

Sandpaper shape cut outs

Tearing paper (either to glue onto something, or just to tear up)

Crumpling newspaper

Sponges- Get out bowls and a sponge to transfer water from one bowl to the other.

Bubble wrap popping

Tin foil sculpting or squishing

Salt painting

Shaving foam art

Sand art – glue and sand and glitter

Fizzy water play (bath bombs)

Water play – using bottles, sprays and tubes.

Stress balls

Goop/slime manipulation

Earth, sand and water trays – Classic “ We’re going on a bear hunt ” sensory activity

Hay play – hide items in hay or straw (allergies allowing)

Fine Motor Sensory Learning Activities

AAC games – Especially Shark Bite !

Use rubber gloves to make dots

Cotton buds to make dots

Use stick to trace letters/mark making

Cutting with scissors paper, straws

Ten Tweezer games

• Move items into different pots
• Pick items out of slime
• Pick items out of water
• Put items into a pattern
• Feed the dog
• Feed toy spiders to a frog
• Put beads into a bottle
• Bean number matching game
• Coloured pom-pom drop

I ce Excavations (freeze objects in ice)

Retrieve items from shaving foam

Hole punch coloured paper then use to blow/for art

Trace numbers in sand

Use a pipette to drop liquid watercolours/food colouring onto toilet paper

Clothespin Number Match

Use clothes pegs and sort by colour to a “line” of wool

Core Strength Activities

Circuit Training

• Bicycle kicks
• Stand on one leg
• Hop, skip, jump

Cosmic yoga

Body Awareness Sensory Activities

Sensory Ball throw/roll

Which hand is hiding the object?

Obstacle Course

Head, Shoulders, Knees and Toes

Self-Regulation Sensory Ideas For Anxious Children

Breathing activities for anxiety. Find other self-regulation home learning ideas here.

• Blow out the candle
• Blow the windmill
• Smelling a flower
• Open a window
• What can you smell game
• Blow up a balloon

Make faces in the mirror

• Tense all face muscles
• Relax all face muscles

Count backwards

Count to 5 with a deep breath

Put beans/dried peas/rice in a balloon

Fiddle toys

Follow simple lego instructions

Make a Calm Down Jar

Create a Daisy chain or flower Bouquet

Blow up balloons

Guess the smell:

• Spices (mix with water to avoid sneezing)

Scavenger Hunts

A sensory garden is great for embedding sensory learning ideas. The suggestions below should be findable in any garden.

• Short Stick
• Thick Stick
• Shiny Stone
• Little spoon
• A frying pan

References and Further Reading About Sensory Learning

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning .  Trends in cognitive sciences ,  12 (11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006

We would love to hear your suggestions for simple free sensory learning ideas and activities that you have used. If you have a site that has a demo or resources linked to these ideas let me know and I will add a link to it.

Some of these links are affiliate links and we will earn a small commission to go towards hosting costs if you buy something from amazon (UK only)

Please share if you enjoyed this post.

Similar posts.

Classroom Design, Sensory Processing & Autism

Sensory Processing Differences and Classroom Design ‘Sensory processing’ refers to how a person’s nervous system responds to sensory information…

100 Sensory Ideas: Activities for Autistic Children

Linking Sensory Ideas to Learning Intentions We love sensory ideas, play based learning and developing engaging activities. The importance…

Transport Topic Teaching Resources 2

Free Printable Transport Topic Teaching Resources for EYFS, KS1 and SEN This post contains some more transport topic-themed free…

What is special education teaching?

Audio version below. What is Special Education Teaching? Special education teaching is very different in ethos from mainstream education….

The Power of Positive Parenting

Positive Parenting Buffers Young People Against the Impacts of Stress The intricate relationship between family dynamics and child development…

The Best Free Autism Courses For Teaching Assistants

The 5 Best Free Online Autism Courses for Teaching Assistants in 2023 A common question I am asked on…

• Pingback: Heuristic Play: Enhancing Physical Development in the EYFS and beyond
• Pingback: Mental Health Support for Children with SEN Post Covid.
• Pingback: Sensory Autumn activities for all the family - newlifecharity
• Pingback: Tuff Tray Sensory Ideas and Teaching Activities for EYFS on Kindness
• Pingback: Parenting: Awesome Activity Ideas For Different Age Groups for Summer
• Pingback: Pre-Verbal Children: Supporting Early Communication

Leave a Reply Cancel reply

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Discover more from Special Education and Inclusive Learning

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

You must be logged in to post a comment.

Special Needs

Special Needs classes are classes in Elementary or Junior High School that focus on low student numbers with a greater degree of individual attention for each student than in full-sized classes. Students may be placed in these classes for a lot of different reasons: their relationships with their classmates, their academic ability relative to their peers, or their Japanese language skills. They often require more flexibility from the teachers, but they can be easier to manage than a full-sized class.

Recent Activities

• Back to School Maze
• Paper Mario Quiz Battle
• Splatoon - Sniper Shot ᔦꙬᔨ
• Halloween Shapes
• Alpha-trace BIG to small & vice versa
• Word Search AAAA, BBBB etc
• Dots & Boxes ・・・■
• Special Needs Jeopardy
• Rock, scissors, paper : 1,2,3 game(s)
• Alphabet Worksheets (K-Z)
• Writing the alphabet for Japanese students
• Who are you? Animal Review
• Let's Try 1 Unit 9: Adjectives
• Alphabet Quiz Challenge
• Elementary Resource Site
• Let's Try 1 Unit 9: Animal Review
• Doraemon vocab sugoroku
• Minecraft sugoroku
• Do you~? Fruit basket
• Small talk (Head, shoulder, knees...cup!)
• Minecraft Bomb Game
• What cute shoes! Character maker
• Daily Activities Review
• Speech Impediment aid (voice generator)
• British English vs Jamaican Patois
• Various Memory Cards
• Apples to Apples Cards
• Minigame Collection
• Bingo/Bongo (JHS 1, 2 and 3年)
• "What's this?" Quizzes

Life Skills Activities for Special Needs Students

Teaching life skills activities for special needs students requires a unique collection of strategies considering each student’s strengths and weaknesses. Special needs students, including those with Autism, ADHD, and various physical disabilities, often require specialized approaches for effective learning. This article aims to provide a comprehensive guide to teaching life skills, broken down by age groups, with specific examples tailored to the needs and capabilities of these exceptional students.

IMPORTANCE OF TEACHING LIFE SKILLS

Life skills are crucial to every individual’s personal and social development. They are the basic tools necessary for a person to function effectively in life, covering everything from personal hygiene and self-care to communication and problem-solving skills. These skills help individuals to make informed decisions, interact with others, and manage their personal lives efficiently.

The importance of learning these skills cannot be overstated for special needs students. These students may face unique challenges that require additional support and resources to overcome. The aim is to help them gain a sense of independence, self-confidence, and the ability to participate in community life.

Life Skills of the Month

Teaching life skills to preschoolers.

At the preschool level, the focus is on introducing basic life skills through play and routine activities. Children at this stage are very curious and eager to learn, making it the perfect time to start teaching specific skills.

• Toilet Training:  This is one of the first major steps towards self-care that a child takes. Children with autism might need structured routine and visual schedules, while those with physical disabilities might need assistive devices. The best method is to use patience and consistency to ensure success in this process. Children with autism may need a structured approach and extra practice.
• Handwashing:  Teaching preschoolers to wash their hands with soap is an important hygiene lesson . For children with ADHD, turning the process into a fun game or song can help them focus.
• Brushing Teeth:  This is another essential hygiene routine. Using flavored toothpaste or a toothbrush with a favorite character can make the process more appealing. Step-by-step directions showing how to brush teeth can also be helpful.
• Understanding Basic Emotions:  Start teaching children to identify basic emotions like happy, sad, angry, etc. Social stories and picture cards can be effective tools for children with Autism to understand and express their feelings.

ELEMENTARY SCHOOL YEARS: KINDERGARTEN TO SECOND GRADE

Elementary school years are the time to build on the basics learned in preschool and introduce new skills.

• Dressing Independently:   Dressing appropriately for different occasions and choosing appropriate clothes for the weather is crucial. For children with physical disabilities, adaptive clothing might be helpful.
• Understanding Time and Days:  Teaching children the basics of time management using the concept of yesterday, today, and tomorrow aids their comprehension of time. Using visual aids such as a calendar can assist children with autism and other disabilities in understanding this concept.
• Basic Household Chores:  Teaching basic skills such as chores like putting toys away, making the bed, or feeding a pet are practical. This teaches responsibility and basic household skills.
• Communication Skills:  Encourage basic conversation skills by teaching them to introduce themselves, make eye contact, and listen when others are speaking. Role-playing can be a helpful tool here to teach these practical skills, especially for children with autism.

ELEMENTARY SCHOOL YEARS: THIRD TO FIFTH GRADE

As children grow older, the complexity of life skills activities for special needs students should also increase.

• Preparing Simple Meals:  Teach them to make healthy snacks or simple breakfast. Always supervise to ensure safety. This can be reinforced through student worksheets and parent or teacher instructions.
• Money Skills:  Begin with identifying coins and bills and understanding the concept of change. Board games involving money can make this fun and interactive to promote student learning.
• Activities for Daily Living Skills (ADL):  Introduce them to ADL activities such as laundry, meal preparation, washing dishes, and more. This can be made into a fun activity with rewards for completion.
• Writing Skills:  Encourage them to write thank-you notes, letters, or keep a journal. This helps in improving their writing skills and expressing their thoughts. This is an excellent activity in the general education classroom using reproducible worksheets too

Life Skills: Chores, Routines, and Responsibilities

Life skills activities for special needs students in middle school.

Middle school is a transitional phase where students start to face more complex social scenarios with their peers and personal responsibilities. The introduction of more advanced life skills activities is crucial at this stage.

• Digital Literacy:  Lesson plans in this age group should focus on teaching students how to use social media responsibly. They need to comprehend the importance of privacy, respectful communication, and how to distinguish between reliable and unreliable news sources. These activities should also promote self-awareness about the influence of social media on their lives. Discuss and teach proper cell phone manners as well.
• Time Management:  Complete activities using planners or digital tools for organizing their homework, chores, and extracurricular activities. Children with ADHD might benefit from visual timers or apps designed to help with focus and organization.
• Basic Cooking Skills:  Start teaching them to prepare healthy meals with supervision. Gradually increase the complexity of the meals as they become more confident in their cooking skills.
• Personal Hygiene: Teach and review the importance of self-care, keeping a clean body and managing puberty.
• Managing Emotions and Stress:  Teach techniques for conflict resolution, handling peer pressure, friendship skills, and managing stress. Mindfulness activities or yoga can be beneficial, especially for students with ADHD, to help focus and calmness.
• Everyday Math Skills/ Everday Writing Skills:  Be sure to review and teach basic concepts around money management and everyday writing tasks such as note-taking.
• School Skills:  Middle school students need to learn organizational skills, study skills, planning assignments, homework management and more as they become more independent in their academic journey.

LIFE SKILLS ACTIVITIES FOR SPECIAL NEEDS STUDENTS IN HIGH SCHOOL

As teens enter high school, the focus shifts towards more complex life skills that prepare them for adulthood and personal life choices. Secondary students require instruction in practical living skills and job skills. Determine their present skills and set goals . This teenage life skills checklist may help too.

• Financial Literacy:  Teach them about banking options, how to use an ATM, the basics of credit cards and debit cards, and making a personal budget. Real-world context examples like planning a vacation, making the correct change, making responsible financial decisions, or comparing unit pricing at a grocery store can be useful.
• Advanced Communication Skills:  Encourage participation in group projects and social events to enhance their communication and teamwork skills. Role-playing different scenarios can help them understand the importance of nonverbal messages, active listening, and resolving misunderstandings. Becoming a responsible citizen should be a focus of lessons.
• Job Skills:  Introduce basic job training, writing resumes, and interview techniques. Consider arranging a work part-time experience or volunteering opportunity to give them real-world context and work experience. Help them set realistic vocational goals. Remember to fade prompts or interactions as the students become more independent.
• Self-Care and Health:  Discuss the importance of regular exercise, healthy eating, personal safety, and the dangers of smoking or vaping. Provide resources for understanding and managing mental health issues such as depression. Remind students that hobbies and leisure activities can also help with overall health.
• Transportation:  Teach skills to help older students with public transportation, reading a community map, and learning about community resources.

Teaching life skills to special needs students is a continuous process, requiring patience, understanding, and flexibility. Remember to build upon a child’s strengths when you are teaching life skills. It’s essential to provide a supportive learning environment, adapt to the unique needs of each student, and celebrate every achievement, no matter how small.

Your Therapy Source

Email: [email protected] Phone: (800) 507-4958 Fax: (518) 308-0290

An official website of the United States government

Here’s how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock Locked padlock icon ) or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Entire Site
• Research & Funding
• Health Information
• About NIDDK
• Diabetes Overview

Healthy Living with Diabetes

• Español

On this page:

How can I plan what to eat or drink when I have diabetes?

How can physical activity help manage my diabetes, what can i do to reach or maintain a healthy weight, should i quit smoking, how can i take care of my mental health, clinical trials for healthy living with diabetes.

Healthy living is a way to manage diabetes . To have a healthy lifestyle, take steps now to plan healthy meals and snacks, do physical activities, get enough sleep, and quit smoking or using tobacco products.

Healthy living may help keep your body’s blood pressure , cholesterol , and blood glucose level, also called blood sugar level, in the range your primary health care professional recommends. Your primary health care professional may be a doctor, a physician assistant, or a nurse practitioner. Healthy living may also help prevent or delay health problems  from diabetes that can affect your heart, kidneys, eyes, brain, and other parts of your body.

Making lifestyle changes can be hard, but starting with small changes and building from there may benefit your health. You may want to get help from family, loved ones, friends, and other trusted people in your community. You can also get information from your health care professionals.

What you choose to eat, how much you eat, and when you eat are parts of a meal plan. Having healthy foods and drinks can help keep your blood glucose, blood pressure, and cholesterol levels in the ranges your health care professional recommends. If you have overweight or obesity, a healthy meal plan—along with regular physical activity, getting enough sleep, and other healthy behaviors—may help you reach and maintain a healthy weight. In some cases, health care professionals may also recommend diabetes medicines that may help you lose weight, or weight-loss surgery, also called metabolic and bariatric surgery.

Choose healthy foods and drinks

There is no right or wrong way to choose healthy foods and drinks that may help manage your diabetes. Healthy meal plans for people who have diabetes may include

• dairy or plant-based dairy products
• nonstarchy vegetables
• protein foods
• whole grains

Try to choose foods that include nutrients such as vitamins, calcium , fiber , and healthy fats . Also try to choose drinks with little or no added sugar , such as tap or bottled water, low-fat or non-fat milk, and unsweetened tea, coffee, or sparkling water.

Try to plan meals and snacks that have fewer

• foods high in saturated fat
• foods high in sodium, a mineral found in salt
• sugary foods , such as cookies and cakes, and sweet drinks, such as soda, juice, flavored coffee, and sports drinks

Your body turns carbohydrates , or carbs, from food into glucose, which can raise your blood glucose level. Some fruits, beans, and starchy vegetables—such as potatoes and corn—have more carbs than other foods. Keep carbs in mind when planning your meals.

You should also limit how much alcohol you drink. If you take insulin  or certain diabetes medicines , drinking alcohol can make your blood glucose level drop too low, which is called hypoglycemia . If you do drink alcohol, be sure to eat food when you drink and remember to check your blood glucose level after drinking. Talk with your health care team about your alcohol-drinking habits.

Find the best times to eat or drink

Talk with your health care professional or health care team about when you should eat or drink. The best time to have meals and snacks may depend on

• what medicines you take for diabetes
• what your level of physical activity or your work schedule is
• whether you have other health conditions or diseases

Ask your health care team if you should eat before, during, or after physical activity. Some diabetes medicines, such as sulfonylureas  or insulin, may make your blood glucose level drop too low during exercise or if you skip or delay a meal.

Plan how much to eat or drink

You may worry that having diabetes means giving up foods and drinks you enjoy. The good news is you can still have your favorite foods and drinks, but you might need to have them in smaller portions  or enjoy them less often.

For people who have diabetes, carb counting and the plate method are two common ways to plan how much to eat or drink. Talk with your health care professional or health care team to find a method that works for you.

Carb counting

Carbohydrate counting , or carb counting, means planning and keeping track of the amount of carbs you eat and drink in each meal or snack. Not all people with diabetes need to count carbs. However, if you take insulin, counting carbs can help you know how much insulin to take.

Plate method

The plate method helps you control portion sizes  without counting and measuring. This method divides a 9-inch plate into the following three sections to help you choose the types and amounts of foods to eat for each meal.

• Nonstarchy vegetables—such as leafy greens, peppers, carrots, or green beans—should make up half of your plate.
• Carb foods that are high in fiber—such as brown rice, whole grains, beans, or fruits—should make up one-quarter of your plate.
• Protein foods—such as lean meats, fish, dairy, or tofu or other soy products—should make up one quarter of your plate.

If you are not taking insulin, you may not need to count carbs when using the plate method.

Work with your health care team to create a meal plan that works for you. You may want to have a diabetes educator  or a registered dietitian  on your team. A registered dietitian can provide medical nutrition therapy , which includes counseling to help you create and follow a meal plan. Your health care team may be able to recommend other resources, such as a healthy lifestyle coach, to help you with making changes. Ask your health care team or your insurance company if your benefits include medical nutrition therapy or other diabetes care resources.

Talk with your health care professional before taking dietary supplements

There is no clear proof that specific foods, herbs, spices, or dietary supplements —such as vitamins or minerals—can help manage diabetes. Your health care professional may ask you to take vitamins or minerals if you can’t get enough from foods. Talk with your health care professional before you take any supplements, because some may cause side effects or affect how well your diabetes medicines work.

Research shows that regular physical activity helps people manage their diabetes and stay healthy. Benefits of physical activity may include

• lower blood glucose, blood pressure, and cholesterol levels
• better heart health
• healthier weight
• better mood and sleep
• better balance and memory

Talk with your health care professional before starting a new physical activity or changing how much physical activity you do. They may suggest types of activities based on your ability, schedule, meal plan, interests, and diabetes medicines. Your health care professional may also tell you the best times of day to be active or what to do if your blood glucose level goes out of the range recommended for you.

Do different types of physical activity

People with diabetes can be active, even if they take insulin or use technology such as insulin pumps .

Try to do different kinds of activities . While being more active may have more health benefits, any physical activity is better than none. Start slowly with activities you enjoy. You may be able to change your level of effort and try other activities over time. Having a friend or family member join you may help you stick to your routine.

The physical activities you do may need to be different if you are age 65 or older , are pregnant , or have a disability or health condition . Physical activities may also need to be different for children and teens . Ask your health care professional or health care team about activities that are safe for you.

Aerobic activities

Aerobic activities make you breathe harder and make your heart beat faster. You can try walking, dancing, wheelchair rolling, or swimming. Most adults should try to get at least 150 minutes of moderate-intensity physical activity each week. Aim to do 30 minutes a day on most days of the week. You don’t have to do all 30 minutes at one time. You can break up physical activity into small amounts during your day and still get the benefit. 1

Strength training or resistance training

Strength training or resistance training may make your muscles and bones stronger. You can try lifting weights or doing other exercises such as wall pushups or arm raises. Try to do this kind of training two times a week. 1

Balance and stretching activities

Balance and stretching activities may help you move better and have stronger muscles and bones. You may want to try standing on one leg or stretching your legs when sitting on the floor. Try to do these kinds of activities two or three times a week. 1

Some activities that need balance may be unsafe for people with nerve damage or vision problems caused by diabetes. Ask your health care professional or health care team about activities that are safe for you.

Stay safe during physical activity

Staying safe during physical activity is important. Here are some tips to keep in mind.

Drink liquids

Drinking liquids helps prevent dehydration , or the loss of too much water in your body. Drinking water is a way to stay hydrated. Sports drinks often have a lot of sugar and calories , and you don’t need them for most moderate physical activities.

Avoid low blood glucose

Check your blood glucose level before, during, and right after physical activity. Physical activity often lowers the level of glucose in your blood. Low blood glucose levels may last for hours or days after physical activity. You are most likely to have low blood glucose if you take insulin or some other diabetes medicines, such as sulfonylureas.

Ask your health care professional if you should take less insulin or eat carbs before, during, or after physical activity. Low blood glucose can be a serious medical emergency that must be treated right away. Take steps to protect yourself. You can learn how to treat low blood glucose , let other people know what to do if you need help, and use a medical alert bracelet.

Avoid high blood glucose and ketoacidosis

Taking less insulin before physical activity may help prevent low blood glucose, but it may also make you more likely to have high blood glucose. If your body does not have enough insulin, it can’t use glucose as a source of energy and will use fat instead. When your body uses fat for energy, your body makes chemicals called ketones .

High levels of ketones in your blood can lead to a condition called diabetic ketoacidosis (DKA) . DKA is a medical emergency that should be treated right away. DKA is most common in people with type 1 diabetes . Occasionally, DKA may affect people with type 2 diabetes  who have lost their ability to produce insulin. Ask your health care professional how much insulin you should take before physical activity, whether you need to test your urine for ketones, and what level of ketones is dangerous for you.

Take care of your feet

People with diabetes may have problems with their feet because high blood glucose levels can damage blood vessels and nerves. To help prevent foot problems, wear comfortable and supportive shoes and take care of your feet  before, during, and after physical activity.

If you have diabetes, managing your weight  may bring you several health benefits. Ask your health care professional or health care team if you are at a healthy weight  or if you should try to lose weight.

If you are an adult with overweight or obesity, work with your health care team to create a weight-loss plan. Losing 5% to 7% of your current weight may help you prevent or improve some health problems  and manage your blood glucose, cholesterol, and blood pressure levels. 2 If you are worried about your child’s weight  and they have diabetes, talk with their health care professional before your child starts a new weight-loss plan.

You may be able to reach and maintain a healthy weight by

• following a healthy meal plan
• consuming fewer calories
• being physically active
• getting 7 to 8 hours of sleep each night 3

If you have type 2 diabetes, your health care professional may recommend diabetes medicines that may help you lose weight.

Online tools such as the Body Weight Planner  may help you create eating and physical activity plans. You may want to talk with your health care professional about other options for managing your weight, including joining a weight-loss program  that can provide helpful information, support, and behavioral or lifestyle counseling. These options may have a cost, so make sure to check the details of the programs.

Your health care professional may recommend weight-loss surgery  if you aren’t able to reach a healthy weight with meal planning, physical activity, and taking diabetes medicines that help with weight loss.

If you are pregnant , trying to lose weight may not be healthy. However, you should ask your health care professional whether it makes sense to monitor or limit your weight gain during pregnancy.

Both diabetes and smoking —including using tobacco products and e-cigarettes—cause your blood vessels to narrow. Both diabetes and smoking increase your risk of having a heart attack or stroke , nerve damage , kidney disease , eye disease , or amputation . Secondhand smoke can also affect the health of your family or others who live with you.

If you smoke or use other tobacco products, stop. Ask for help . You don’t have to do it alone.

Feeling stressed, sad, or angry can be common for people with diabetes. Managing diabetes or learning to cope with new information about your health can be hard. People with chronic illnesses such as diabetes may develop anxiety or other mental health conditions .

Learn healthy ways to lower your stress , and ask for help from your health care team or a mental health professional. While it may be uncomfortable to talk about your feelings, finding a health care professional whom you trust and want to talk with may help you

• lower your feelings of stress, depression, or anxiety
• manage problems sleeping or remembering things
• see how diabetes affects your family, school, work, or financial situation

Ask your health care team for mental health resources for people with diabetes.

Sleeping too much or too little may raise your blood glucose levels. Your sleep habits may also affect your mental health and vice versa. People with diabetes and overweight or obesity can also have other health conditions that affect sleep, such as sleep apnea , which can raise your blood pressure and risk of heart disease.

NIDDK conducts and supports clinical trials in many diseases and conditions, including diabetes. The trials look to find new ways to prevent, detect, or treat disease and improve quality of life.

What are clinical trials for healthy living with diabetes?

Clinical trials—and other types of clinical studies —are part of medical research and involve people like you. When you volunteer to take part in a clinical study, you help health care professionals and researchers learn more about disease and improve health care for people in the future.

Researchers are studying many aspects of healthy living for people with diabetes, such as

• how changing when you eat may affect body weight and metabolism
• how less access to healthy foods may affect diabetes management, other health problems, and risk of dying
• whether low-carbohydrate meal plans can help lower blood glucose levels
• which diabetes medicines are more likely to help people lose weight

Find out if clinical trials are right for you .

Watch a video of NIDDK Director Dr. Griffin P. Rodgers explaining the importance of participating in clinical trials.

What clinical trials for healthy living with diabetes are looking for participants?

You can view a filtered list of clinical studies on healthy living with diabetes that are federally funded, open, and recruiting at www.ClinicalTrials.gov . You can expand or narrow the list to include clinical studies from industry, universities, and individuals; however, the National Institutes of Health does not review these studies and cannot ensure they are safe for you. Always talk with your primary health care professional before you participate in a clinical study.

This content is provided as a service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), part of the National Institutes of Health. NIDDK translates and disseminates research findings to increase knowledge and understanding about health and disease among patients, health professionals, and the public. Content produced by NIDDK is carefully reviewed by NIDDK scientists and other experts.

NIDDK would like to thank: Elizabeth M. Venditti, Ph.D., University of Pittsburgh School of Medicine.

You are using an outdated browser. Please upgrade your browser to improve your experience.

We partner with Illinois families and communities to help children and youth with special healthcare needs connect to services and resources.

Easterseals Joliet Region Summer Adapted Gymnastics for Children With Disabilities

Summertime group focusing on gymnastics activities to help children with disabilities ages 4 to 6 years old build skills and have fun

Join Easterseals Joliet Region’s gymnastics activities group from June 10 through Aug. 2. The group will meet on Tuesdays from 2 to 3 p.m.

Children will have fun exploring floor, beam and bar gymnastic activities.

Group activities are designed to help children increase:

• Fine and gross motor skills
• Sensory processing
• Motor planning
• Upper body strength

The group is for children with disabilities ages 4 to 6 years old.

See the Easterseals Joliet Region summer groups flyer  for more details.

The group fee is $150.

Call Elianna at (815) 207-6071 to register.

Gimnasia adaptada

Este divertido grupo incorporará actividades gimnásticas de suelo, barra y viga para mejorar la motricidad fina, la motricidad gruesa, el procesamiento sensorial, la planificación motriz y la fuerza de la parte superior del cuerpo.

• Edades: 4 a 6
• Hora: Martes 2 a 3 p.m.

Obtenga más detalles sobre los grupos de verano de Easterseals Joliet Region  .

¡Todos los grupos son sólo $150 para el verano!

Llame a Elianna al (815) 207-6071 para registrarse.