Adaptive Specials Lesson Plan
Adaptive Specials Lesson Plan
A Framework for Music, PE, & Technology Specialists
Total Time
30 Minutes
Objective
Teachers will adapt this framework to create inclusive, engaging lessons specifically for adaptive special education groups (small groups of 4-5 mostly non-verbal students) in Music, PE, and Technology.
Why this Matters
Creating adaptable lessons ensures all students, especially small groups of highly impacted learners, can fully access and benefit from special subjects, fostering engagement and skill development through diverse communication methods.
Prep (15 min)
- Review the Discussion Guide to familiarize yourself with accessibility strategies.
- Choose a specific subject topic (e.g., rhythm, movement, block-coding).
- Gather sensory equipment, adaptive instruments, or simplified tech interfaces.
Materials
Discussion Guide: Making Adaptive Specials Accessible, Subject-specific adaptive tools, AAC devices, Visual Schedules.
Step 1
5 min
Introduction & Hook
Teacher Script Idea
"Good morning/afternoon, everyone! Today we're going to explore [specific topic, e.g., 'rhythm patterns']. Why do you think it's important that *everyone* can enjoy and learn in our special classes?"
Adaptive Student Strategy
Use highly engaging visual aids (clear pictures, real objects) and exaggerated gestures/facial expressions. Provide a 'yes/no' or choice board for non-verbal students. Use personalized greetings and sensory cues (sound, touch) if appropriate.
Step 2
10 min
Direct Instruction & Modeling
Teacher Script Idea
"Let's learn about [concept]. I'll show you first, then we'll try it together." (Demonstrate clearly, slowly, and with minimal verbal instruction).
Adaptive Student Strategy
Break down instructions into 1-step chunks using a visual schedule or 'first-then' board. Employ 'I do, We do, You do' with heavy emphasis on visual and kinesthetic learning. Provide highly tactile experiences or manipulatives (adapted instruments, textured balls, large switches). Integrate AAC devices or PECS for making choices.
Step 3
10 min
Guided Practice
Teacher Script Idea
"Now let's try it with our friends. Remember to [key instruction], and I'll be right here to help." (Facilitate practice with individual support).
Adaptive Student Strategy
Provide 1:1 support or highly structured small groups. Use physical prompts, hand-over-hand assistance, or specific visual cues. Offer graphic organizers adapted for non-verbal use. Provide frequent, specific positive reinforcement (e.g., high-fives, sound effects, visual symbols).
Step 4
5 min
Wrap-up & Reflection
Teacher Script Idea
"Great work today! Let's think about one thing we did or learned." (Encourage short reflections, accepting all forms of communication).
Adaptive Student Strategy
Provide a highly simplified choice board for reflection (e.g., pictures representing the activities just completed). Use simple 'thumbs up/down' or 'sad/happy' icons to gauge feeling. Celebrate participation through a shared sensory closing ritual (e.g., rhythmic clapping, gentle lights out).
Specials Accessibility Discussion Guide
Making Specials Accessible
A Discussion Guide for Adaptive Specialists
Teacher / Group Name
Date
This guide facilitates conversations among Music, PE, and Technology specialists about supporting adaptive special education groups (4-5 students, mostly non-verbal). Use these prompts to spark ideas and share strategies tailored for this unique student population.
Part 1: Understanding Our Adaptive Students
1. What does it mean for a student to be "highly impacted" and non-verbal in your subject? What specific challenges might they face?
2. How do you currently identify unique needs and preferred communication methods (IEPs, parent input, etc.)?
3. What are some strengths or interests your non-verbal students use to demonstrate engagement?
Part 2: Adapting Instruction for Non-Verbal Learners
1. Think about a recent lesson. How could you have modified the hook to better engage students using visuals or sensory input?
2. How can you break down complex activities into 1-step chunks using visual schedules or first-then boards?
3. What types of adaptive materials or assistive technologies (AAC, switches) could be beneficial in your subject?
Part 3: Fostering Participation & Engagement
1. How can you create a classroom environment where students feel safe and supported to express choice?
2. What strategies can you use to encourage peer interaction, ensuring non-verbal students can contribute meaningfully?
3. How do you provide feedback and celebrate successes for varied forms of communication?
Next Steps
One new strategy I commit to trying next week:
Resources or support I need to implement these practices:
Engaging Specials Slides
Engaging Specials for All
Universal Design for Adaptive Specials
30-Minute Professional Development
The Mission
To ensure every student—regardless of communication method or impact level—can thrive in Music, PE, and Technology.
Access
Removing barriers to participation.
Engagement
Creating joy through shared activity.
Highly Impacted Learners
Non-Verbal
Communicating through gestures, eye gaze, AAC devices, or behaviors.
Sensory Needs
Unique processing of sound, touch, light, and movement.
Strengths
Identifying individual interests to spark engagement and connection.
Strategy: Visual Support
01
Visual Schedules
Predictability reduces anxiety and builds independence.
02
First-Then Boards
Clarifies expectations and transitions between tasks.
03
Choice Boards
Provides student agency through pointing or eye gaze.
Listen
Play
Dance
Clean Up
The 30-Minute Framework
Hook
Visual aids & exaggerated gestures.
5 min
Model
1-step chunks & tactile materials.
10 min
Practice
1:1 support & physical prompting.
10 min
Reflect
Simplified choices & rituals.
5 min
Commitment to Change
What is one small shift you can make in your adaptive special class next week?
Use Lesson Plan
Discuss with Peers
Try a Visual
