Brain Strengths Slides Week 1 • Self-Awareness
High School Self-Advocacy
My Brain, My Strengths
Every brain is wired in its own unique way. Let's explore how our brains work, what we are good at, and what matters to us.
Different Brains
Real Strengths
My Way to Share
Every Brain Is Different
Big Idea
Visual Thinkers
I understand best when I see pictures, symbols, schedules, and models.
Hands-On Thinkers
I understand best when I build, touch objects, and try things myself.
Sound & Rhythm
I remember through music, spoken words, beats, and repetition.
There is no wrong way to think. Our differences make our classroom strong.
Things I Am Good At
My Strengths
Helping & Kindness
Greeting others, sharing space, showing care
Technology & Apps
Using tablets, devices, games, video
Creativity & Art
Drawing, building, colors, crafts
Movement & Energy
Walking, dancing, sports, heavy lifting
Point, say, or select on your device: Which one sounds like you?
How We Share Our Voice
Multimodal
AAC Device
Speech-generating tablets and apps
Pictures & Cards
Pointing to symbols, photos, and boards
Signs & Gestures
Hand signs, head nods, facial expressions
Spoken Words
Speaking words, sounds, and phrases
Every way you communicate is respected and valued here.
Today's Profile Mission
Activity
1
Open Your Profile Page
Pick your favorite photo or write your name.
2
Select Your Top Strengths
Use picture symbols, AAC words, or checks to mark what you love doing.
3
Set Your Communication Style
Tell teachers and peers how you prefer to answer and share.
Take your time. Partner with your teacher or paraprofessional. Ready? Let's begin!
Brain Profile Workbook All About Me: My Brain Profile
Week 1 • Self-Awareness & Self-Advocacy
High School Profile Series
Name:
Date:
Photo or Drawing Paste picture here
Three Words That Describe Me
How My Brain Learns Best
Check or point to what helps you
Visual Schedules & Pictures
Hands-on Practice & Objects
Hearing Spoken Steps
Extra Time to Think
1 Step at a Time
Modeling & Example First
How I Communicate & Share
Select your primary communication tools
AAC Device App / Tablet
Picture Board PECS / Cards
Gestures Signs / Pointing
Speech Words / Sounds
Important Communication Note For My Team:
Unit: My Brain, My Body & My Toolbox Page 1 of 2 • Brain Profile
My Strengths & Interests
Mark or circle what you like and do well
Visual Choice Matrix
Technology & Apps Navigating tablets & screens
Music & Sounds Listening to songs & beats
Helping Others Kindness & being a friend
Art & Design Drawing, colors & crafting
Movement & Sports Walking, jumping & gym
Puzzles & Sorting Matching, patterns & logic
Cooking & Food Preparing snacks & meals
Nature & Outdoors Fresh air, plants & walking
Building & Tools Blocks, crafts & hands-on
Stories & Books Audiobooks, reading & lore
Animals & Pets Dogs, cats & wildlife
Games & Play Board games & video games
My #1 Top Interest Right Now:
Unit: My Brain, My Body & My Toolbox Page 2 of 2 • Strengths & Interests
Sensory Detective Slides Week 2 • Sensory Detectives
High School Self-Advocacy
My Sensory World
Our environment sends sounds, lights, and feelings into our bodies. We are detectives discovering what helps us feel calm and focused.
Light & Sight
Sound & Noise
Touch & Movement
Sensory Input in Our School
Environment
Lighting
Fluorescent lights, natural sunlight, dim lamps
Sounds
Chatter, bells, chairs scraping, quiet spaces
Touch
Fidgets, soft fabrics, cold desks, clothing tags
Movement
Walking, rocking, heavy work, stretching
Different things feel good or overwhelming to different bodies.
What Does My Body Need?
Sensory Balance
Sensory Protection
"I need LESS input right now"
Noise-canceling headphones
Dimmer lights or sunglasses
Quiet corner away from the crowd
Sensory Fuel
"I need MORE input right now"
Heavy work or brisk walk
Textured sensory fidgets
Weighted lap pad or deep pressure
Your sensory needs can change throughout the school day!
How to Rate What You Feel
Rating System
I Like It
Calming, energizing, feels comfortable to my body.
It Is Okay
Neutral, manageable, doesn't bother me much.
Too Much
Overwhelming, hurts my ears or eyes, need a break.
You can show your answer with thumbs, pointing, or AAC buttons!
Today's Detective Mission
Activity
1
Test Real Classroom Inputs
We will test lighting, room volume, tactile fidgets, and movement breaks.
2
Record Your Rating
Mark "I Like It", "It Is Okay", or "Too Much" on your worksheet.
3
Pick Your Best Sensory Adjustments
Choose the tools that make your body feel calm and ready to work.
Every body has different sensory signals. Be honest! Time to investigate!
Sensory Audit Worksheet Sensory Detective Audit
Week 2 • Sensory Preferences & Environment
Sensory Profile Series
Name:
Date:
Rating Key:
Like It / Helps
Just Okay
Too Much / Hard
Bright Overhead Classroom Lights
Fluorescent ceiling lights turned on full
Busy Room Sounds & Hallway Bells
People talking, doors opening, group work
Holding Fidgets or Textured Objects
Stress balls, pop-tubes, smooth stones
Movement Break or Walking Lap
Standing up, stretching, brisk hallway walk
Weighted Lap Pad or Deep Pressure
Firm pressure on lap, shoulders, or blanket
One Thing in the Room I Want to Change or Avoid:
Unit: My Brain, My Body & My Toolbox Page 1 of 2 • Sensory Audit
My Sensory Comfort Profile
My personalized sensory needs and calming choices
Personal Plan
Sensory Triggers (Too Much)
Check what drains or bothers your body:
Loud sudden noises (bells, sirens)
Harsh bright fluorescent lighting
Crowded hallways / people too close
Scratchy tags or tight clothing
Sensory Comforts (Helps Me)
Check what helps your body feel safe:
Noise-canceling headphones
Soft lighting or natural window light
Personal space / corner seating
Deep pressure or heavy backpack
My Top Sensory Tools for Class
Select up to 3 tools
Headphones
Hand Fidget
Desk Shield
Hallway Walk
How I Tell Others My Sensory Need:
"The room is too loud / bright. I need my tools." AAC button • Sign • Card
Unit: My Brain, My Body & My Toolbox Page 2 of 2 • Sensory Comfort Profile
Body Signals Slides Week 3 • Body Signals
High School Self-Advocacy
My Body Clue Compass
Our body sends us clues before our brain even finds the words. When we listen to our body signals, we know when we need support.
Heart & Chest
Breathing Pace
Muscles & Hands
Inside Signals: What Do You Feel?
Interoception
Heartbeat
Is your heart beating fast like a drum or slow and steady?
Breathing
Are breaths short and fast or deep and smooth?
Stomach
Does it feel fluttery, tight, hungry, or settled?
Hands & Jaw
Are your fists clenched, teeth tight, or fingers relaxed?
Your body signals are real data. They tell you what is happening inside.
Connecting Clues to Emotions
Regulation
Calm & Ready
Heart beating steady
Muscles feel loose
Ready to learn & talk
Early Warning
Heart starting to pump
Fists squeezing
Feeling restless or warm
Overload Peak
Heart racing fast
Hard to think or speak
Immediate break needed
The goal: Catch the warning signals in the yellow zone before overload!
Communicating My Body State
Self-Advocacy
AAC Message
"My body feels fast"
Tap your device to notify your teacher
Hand Signal
Hand on chest or raised palm
Quiet signal to show you need a moment
Desk Card
Red / Yellow card flip
Flip card on your desk with zero talking
Asking for help when your body feels off is high school strength!
Today's Body Mapping Mission
Activity
1
Check In With Your Body Right Now
Take a breath. Feel your heart, hands, shoulders, and head.
2
Color or Mark Your Personal Body Map
Mark where tension, flutter, or energy appears in your body.
3
Choose Your Reset Move
Identify one physical reset that brings your body back to calm.
Work at your own pace with visual stickers or drawing. Let's check in!
Body Map Worksheet My Body Signal Map
Week 3 • Interoception & Internal Body Cues
Body Compass Series
Name:
Date:
Where do you feel stress or big feelings in your body?
Warning Signs Overload Signs
Head & Eyes
Headache / Buzzing
Clenching teeth / jaw
Tired, heavy eyes
Lungs & Breath
Fast, shallow breaths
Holding breath
Heavy sighing
Chest & Heart
Racing heartbeat
Tight chest
Chest feels hot
Mark your body areas
Stomach & Gut
Butterflies / Flutters
Tight knot in stomach
Nauseous / Queasy
Hands & Arms
Tight clenched fists
Shaky fingers
Picking or tapping
Legs & Feet
Bouncing / Restless legs
Urge to run / flee
Heavy or frozen
My #1 Earliest Warning Clue:
Unit: My Brain, My Body & My Toolbox Page 1 of 2 • Body Signal Map
Body Signal Reset Guide
Matching physical cues to calming reset actions
Interoception Action
1
When My Heart Is Racing / Chest Tight
Body Signal
4-Count Box Breathing
Drink Cold Ice Water
Sit in Quiet Corner
2
When My Hands Are Clenched / Jaw Tight
Body Signal
Squeeze Therapy Putty
Shoulder Shrugs & Drops
Chew Sensory Chewie
3
When My Legs Are Restless / Want to Move
Body Signal
Wall Push-Ups (10x)
Desk Chair Push-Ups
Deliver Note to Office
4
When My Eyes Are Heavy / Brain Is Foggy
Body Signal
Wash Face / Splash Water
Standing Stretch
Crunchy Cold Snack
My Body Advocacy Signal: "My body feels yellow. I am using my reset tool."
Unit: My Brain, My Body & My Toolbox Page 2 of 2 • Body Signal Reset Guide
Advocacy Toolbox Slides Week 4 • Self-Advocacy Toolbox
High School Capstone
My Personal Support Toolbox
You know your brain. You know your senses. You know your body clues. Now it's time to build your toolkit and use your voice!
My Tangible Tools
My AAC Signals
Self-Advocate Power
What Is Self-Advocacy?
Core Skill
1. Knowing Myself
Understanding what I like, how I learn, and when I need help.
2. Speaking Up
Using words, symbols, AAC, or gestures to express my needs clearly.
3. Getting Support
Teaming up with teachers and staff so I can be successful and safe.
Self-advocacy is a superpower that helps you in high school and adult life!
Inside My Toolbox
Tool Categories
Sensory Tools
Noise headphones
Textured fidgets
Weighted lap pad
Break Options
3-minute drink break
Hallway movement lap
Head down at desk
Advocacy Signals
Break card on desk
"Help please" button
Discreet hand sign
Which tools do you want in your personal classroom box?
Power Phrases I Can Use
Phrases & AAC
Need Rest
"I need a 3-minute break."
Stuck on Task
"Help please. Show me step 1."
Sensory Overload
"It is too loud. Headphones please."
Processing Time
"I need extra time to think."
Say it with your voice, tap it on your device, or hand over your card!
You Are a Self-Advocate!
Unit Complete
Your Brain & Body Portfolio Is Ready
You now have your full profile, sensory audit, body map, and advocacy cards ready to use in any high school classroom.
Be proud of your unique brain and your strong voice! Let's build your toolbox!
Advocacy Toolbox Portfolio My Personal Support Toolbox
Week 4 • Self-Advocacy Capstone Profile
Unit Capstone Series
Name:
Date:
My Approved Classroom Tools
Tools I can access anytime
Noise Headphones
Sensory Fidget
Weighted Lap Pad
Water Bottle
Desk Shield
AAC Speech Device
My 3-Minute Break Menu
When I signal for a break, I will:
Hallway Lap
Water Station
Quiet Corner
Head on Desk
How I Show I Need Help or a Break
Flip Desk Card
AAC Device Message
Hand Signal / Point
Self-Advocacy Team Agreement
I have the right to communicate my needs, use my sensory tools, and take regulated breaks. My team agrees to support my voice.
Student Signature / Stamp:
Teacher / Case Manager Signature:
Unit: My Brain, My Body & My Toolbox Page 1 of 2 • Support Toolbox Profile
Printable Advocacy Cards
Cut, laminate, and attach to desk, lanyard, or communication ring
Desk Visuals
Advocacy Card
I NEED A BREAK
3-minute reset requested
Advocacy Card
HELP PLEASE
Please model step 1
Advocacy Card
TOO LOUD
I need headphones / quiet
Advocacy Card
NEED MOVEMENT
Wall push-ups or walk
Advocacy Card
MORE TIME
Thinking before responding
Advocacy Card
I AM READY
Regulated and ready to work
Classroom Implementation: Pair with Velcro on desk corner or AAC Quick Core folder. Always honor a break signal within 60 seconds to reinforce functional communication.
Unit: My Brain, My Body & My Toolbox Page 2 of 2 • Cutout Advocacy Cards