• For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them.  Contact the IEP manager by emailing them directly or by contacting the school.  

     

    Wichita Public Schools Administration and Building Directory 

Specialized Instruction Student Supports

  • Helping With Change of Routines

    During this challenging time, your child may have some challenging behaviors because of the changes in routines or because they are feeling the adults’ anxieties. There are many strategies for supporting students through challenging behaviors, including:

    • Create a routine and a visual schedule to make your child’s day more predictable
    • Use timers to help your child understand the routine
    • Use a 5-point scale to help your child explain his/her emotions
    • Have a quiet space in your house for your child to de-escalate
    • Make time throughout the day for movement
    • Prepare your child for changes in routine ahead of time so s/he isn’t surprised

    You can print and use these resources to help your child:

    Resources

    The resources below are designed to support your child when at home. You will find social stories, visual aids, at home tips for AT, Behavior, speech, occupational therapy and physical therapy.

    **Big Thanks to New York Public Schools for sharing these resources with Wichita Public Schools**

Strategies To Support use of Continuous learning packets

    • Break assignments into chunks of learning.  Tackle a little at a time. 
    • Clarify or reword directions for understanding.
    • Highlight directions. 
    • Provide a dictionary to assist with spelling or have the child sound out the words.
    • Provide a quiet place to work without distractions.
    • Provide extra time to finish assignments.
    • Provide fewer answer options for all multiple choice questions (e.g., 3 answer options instead of 4).
    • Read or assist your child in reading text such as passages, questions, and answer choices.
    • Scribe written responses for your child.
    • Work with your child one on one.

    Home Learning Schedule

Assistive Technology Resources

Behavior Support Resources

Occupational Therapy Resources

  • Occupational Therapy Resources

     Occupational Therapy Home Activity Packet

    Fine Motor, Visual Motor, and Perceptual Skills

    Cutting Tips

    • Bold the outline with a highlighter or marker.
    • Hold scissors and paper with “thumbs on top.” You can place a sticker on your child’s thumb nail as a reminder.
    • Begin first with cutting straight lines, then basic shapes, then complex shapes.
    • Use hand-over-hand assistance as needed.

    Gluing Tips

    • When gluing, put the glue on the object being glued and NOT the paper.
    • Make a mark or draw a line as a visual of where the glue should go.
    • Try glue sticks for children with decreased strength.

    Pencil Grasp Tips

    • Use broken crayons and short pencils to encourage an efficient grasp
    • Have your child hold a small coin or cotton ball with their pinky and ring fingers leaving only their ring finger, middle finger and thumb available to hold the pencil.

    Hand Strengthening Activities

    • Hand weight bearing activities, such as wheelbarrow walks, crab walks, push-ups, and crawling.
    • Lego and Playdoh play: roll into balls, make a snake, press with stamps, hide and find pegs or beads, etc.
    • Pinch clothespins, paint with eyedroppers, & pick up items with tweezers.
    • Crafts, such as beading, lacing, ripping paper to make a collage, and hole punch activities.
    • Use a spray bottle to play in the bath, help with cleaning, etc.
    • For in-hand manipulation, place coins in a piggy bank or make your own with a coffee can with a slot in the top.

    Online Resources

    Visual Skills Activities

    • When reading use an index card or ruler to help isolate one line or word at a time.
    • Activities such as mazes, cryptograms, Dotto-Dot, word finds, puzzles, ball or balloon toss, etc.
    • To view more visual perceptual activities, visit the free website: www.eyecanlearn.com(Open external link) (Open external link)

    Writing Skills

    Proper Posture When Writing on a Table Top

    • Feet flat on the floor (A footstool or thick book can be placed under the feet to assist if feet do not reach the floor.) Sit upright in chair.
    • Wrist supported on table. Paper stabilized by nonwriting hand.

    Letter Formation

    • When printing, prompt your child to use a top down formation: “Start at the top!”
    • Try this routine: You write the letter…Your child writes the letter…You write the letter…Your child writes the letter.

    Spacing

    • Have child use their finger or a Popsicle stick after each word to create an appropriate space before beginning the next word.
    • Use graph paper to give a visual cue for spacing out words and letters.
    • There are many types of writing paper. Be sure to check with your child’s therapist on the best type of paper or strategy for your child.

    Letter and word placement

    • Draw a green line along the left margin of the paper and a red line on the right to signal where to “start” and “stop.”
    • If your child has difficulty writing on the line, darken the baseline with a marker.
    • Use a highlighter to indicate where to write between lines.

    Typing

    Practice Writing Skills

    • Schedule a 10 minute interval daily to practice writing.
    • Encourage your child to write about a preferred topic of choice.
    • Help your child make greeting cards for family and friends.
    • Write a grocery list together.
    • Make lists: favorite TV programs, movies, things to pack before a trip.

    Self-Regulation and Sensory Processing

    Self-regulation is the ability to control one’s thoughts, emotional responses, actions and level of alertness/attention. It can be influenced by several different factors including sensory processing. Sensory processing is how we process information from the world around us as well as what is going on inside of us to produce an appropriate behavioral response.

    Calming Activities

    • Play games that reinforce structure and require waiting/ turn-taking: red light green light, freeze dance, Simon says.
    • Yoga, meditation and belly breathing will help child develop better control of their physical body, thoughts, and emotional states. You can start by sitting still with eyes closed with a slow count of 5.
    • Routines, structure and clear expectations will help your child with selfcontrol. Review any changes to normal routine early.
    • Provide a quiet personal space for your child to calm. Relaxing music, a bean bag chair or soft pillows to burrow in may be helpful.
    • Encourage a variety of play/work positions such as standing, lying on the floor, kneeling.
    • Offer your child a chewy snack to provide organizing sensory input (i.e. Twizzlers, dried fruits, bagels, etc.).
    • “Heavy work” activities (carrying heavy items, push/pull activities, etc.)

    Energizing Activities

    • Have your child jump on a mini-trampoline, perform jumping jacks or play hopscotch.
    • Push-ups on the floor or push-ups against the wall.
    • Organized sports activities- running, yoga, karate, gymnastics, bike riding.
    • Climbing on or hanging from playground equipment.
    • Eating crunchy foods (i.e. popcorn, pretzels, carrots, apples, etc.).
    • Play and dance to loud, fast-paced music.
    • Use toys that make noise or light up.

    Tips for Children with Tactile Sensitivities

    • Gradually expose your child to different textures going from the least to most messy. (i.e. Play-doh is less messy than shaving cream or finger paints.)
    • Provide firm pressure rather than light touch when holding hands or giving hugs.
    • Make sure that blankets, pajamas and clothes are comfortable for the child as this may disrupt their sleep and other daily activities. (i.e. Cut out clothing tags if causing discomfort, wear socks inside out if irritating, etc.)
    • Use unscented laundry detergent.  

    Attention and Focus

    Also refer to the Self-Regulation and Sensory Processing section; strategies may also result in improved attention and ability to focus.

    • Choose a location in the home with minimal distractions when completing structured activities such as homework or studying.
    • Break down instructions into simple 1-2 step directions.
    • Have child repeat directions to reinforce understanding.
    • Use a visual timer to gradually increase attention to a non-preferred activity.
    • Allow your child to take short, intermittent movement breaks.
    • Use a reward chart with stickers or checkmarks to reinforce positive behaviors

    Movement

    Hand Washing

    1. Use Soap
    2. Scrub palm to palm
    3. Scrub back of hands
    4. Wash between fingers
    5. Wash thumbs
    6. Scrub fingernails
    7. Wash wrists
    8. Rinse hands
    9. Dry Hands

Physical Therapy Resources

  • Physical Therapy Resources 

    For Students in PT

    Please assure safety while performing any and all tasks with your child.

    Games You Can Play

    • Simon says 
    • Bean bag or balloon toss
    • Hot potato 
    • Egg in spoon
    • Hop scotch 

    Outdoor Activities

    • Visit the playground – slides, swings, ladders, ramps 
    • Jump rope 
    • Ride a tricycle or bicycle 
    • Jumping or jumping jacks
    • Playing ball – bounce/catch
    • Bubble play 

    Indoor Fun

    • Dance party 
    • Building a fort – boxes, blankets 
    • Walk like an animal
      • slither like a snake
      • hop like a frog
      • gallop/horse
      • bear/all 4s tumy down
      • crab/all 4s tummy up
    • Print out the Chair Activity Bingo card

    Create a Chores Checklist

    Print the checklist to use with your student.

    On Line Resources

    For Preschool Students

    Get Moving

    • Take the stairs, not the elevator 
    • Walk around the block- play I spy while walking 
    • Run relays with siblings and/or caregivers 
    • Step on/off a step stool 
    • Place pillows on floor and have child walk on them

    Doing Other Activities

    • Do puzzles or play with building blocks while squatting 
    • Read a book while lying on belly 
    • Do chores like setting/clearing the table, 

    Play Games

    • Head, shoulders, knees, and toes 
    • Act out animal walks

    Outdoor Activities

    • Visit the playground 
    • Play ball- catch, throw, kick
    • Push heavy items in a stroller/wagon

    Online Resources:

    https://www.youtube.com/user/CosmicKidsYoga

    https://www.youtube.com/dreamenglishkids

    https://www.yourtherapysource.com/gross-motor-skills/

    For Students in Wheelchairs

    “In order to prevent skin breakdown and muscle contractures, we encourage parents to follow the stretching program created by your school physical therapist as well as change your child’s position (in/out of wheelchair, lying on back/stomach, side-lying) every 1-2 hours.  If you have any questions related to your student’s program please contact your student’s school physical therapist.  Your school front office staff will be able to direct you to that person if you do not have their contact information.”

    Games You Can Play

    e safety while perfor

    • Simon says 
    • Scavenger hunt 
    • Bean bag or balloon toss
    • Hot potato 

    Outdoor Activities 

    • Playground visits (some playgrounds have wheelchair swings and ramps) 
    • Play ball – bounce/catch 
    • Bubble play 
    • Wet sponge toss 

    Indoor Fun

Speech Therapy Resources

  • Speech Therapy Resources

    Ideas and Activities

    • Think of ways to help elicit language throughout the day. To do so, create a situation in which your child will need to use language in a highly desired activity. Some words to think of are “more,” “open,” “help.” The resources your child typically uses to communicate whether that be words, visuals, signs or a communication system should be used to engage in shared conversation. 
    • Sing songs and dance, sing familiar songs and sing them often. Stop at expectant parts and look at your child expectantly; provide wait time and model the words that you want your child to fill in. 
    • Offer choices: Although you may know exactly what your child wants consider creating opportunities for them to make a choice. As you show both items ask, “Do you want the apple or the banana?” Be sure your child has looked at both items and allow them time to select. Again, use this opportunity to elicit language through all different means.
    • Create a predictable environment by using agreed upon daily schedules and routines (see below)
    • Help your child rehearse or prepare a presentation to their peers/family on a topic of interest.
    • Help your child rehearse or prepare a presentation to their peers/family on a topic they are learning about in one of their classes.
    • Play games with your child to help build connections between topics or games of strategy. For example, you can play Apples to Apples, Scattegories, Charades or Battle Ship.
    • Help your child create games such as Jeopardy based on topics they are learning in school or topic of interest.
    • Be specific in your expectations of their participation and set agreed upon rules. If they are becoming visibly upset discuss what is frustrating them and explain the perspectives of all players.
    • Help your child make connections between what they are learning in different subjects. Do the topics have connections?

    Key Ideas

    Wait-time

    Provide your child with ample opportunities for communication. For example:

    • Give them the opportunity to choose the activity, book or game and explain why they made their choice
    • Have them request desired items verbally rather than anticipating their needs

    Praise

    Provide specific praise to your child regarding their performance, say: "Great job using first and next in your story” vs. “Good job."

    Self-talk

    As you and your child are doing the craft or working on a project, talk about what you are seeing, hearing or doing. For example, “I am gluing the red paper under the yellow paper.”

    Descriptive Talk

    • Discuss and describe the items you are using in the craft or other activity do are doing with your child
    • Describe the objects/items you see or are manipulating. For example, “The glue is sticky” or “The paint is wet”, or “My sticky fingers are getting stuck on the paper.”

    Model Speech

    If your child speaks in 2-3-word sentences you can reinforce what they say and then model an expanded sentence using more words. This can be done in story reading activities, while making lunch, playing games, cleaning etc. 

    Expand Speech

    This strategy will help your child speak in more complete sentences. Expansions are when you take their sentences and repeat them without missing words/grammar or appropriate vocabulary. For example, if they say, “I paint boy” you can say, “Yes, you painted the boy.”

    Extend Sentences

    This strategy can help extend their sentences and introduce them to new vocabulary and concepts. Extensions are similar to expansions, but one more step up. You are not only repeating and expanding their language but also adding new information. For example, if they say, “paint fell” you could say “Yes, the yellow paint fell on the floor.”

    CORE Words

    Some students may use core word boards or visuals. These are words such as “open, help, want, more, hi.” Use these strategies to help facilitate language in your daily activities within the home:

    • Help
      • Use the single word “Help” when your child needs assistance
      • 2-3 words: “Help me” or “Help me, please”
      • Sentences: “I want help” – “I need help” – “Can you help me, please?”
    • Open
      • Use the single word “Open” to open toys or packages
      • 2-3 words – “Open bubbles” or “open bubbles, please”
      • Sentence – “I want to open the bubbles” – “Can you open the bubbles?”
    • More
      • Use the single word “More” when your child wants more of a food, activity, toy etc.
      • 2-3 words – “Want more” – “I want more”
      • Sentence: “I want more” – “I want more blocks”
    • Want
      • Use the single word “Want” when your child wants something or wants you to do something with them
      • 2-3 words – “Want car” or “Want car, please"

    Tips for Success

    Routines 

    Whenever possible, create a structured routine from day-to-day. Give your child the opportunity to provide their input regarding the routine. For example, they can provide input regarding the type of activity they will engage in, the order of activity, the duration of the activity, etc.
     

    Visual Schedules 

    Use pictures to represent the routine that you have created. Visual schedules are useful for breaking down tasks and helping students follow routines. They are helpful tools in reminding your child of what they should be doing, and when they should start and finish. 
     
    For young children, you can use images to represent the activity they are currently engaging in and the image that they will engage in next.
     
    For older students, the visual schedule can represent the all the activities are planned for the day. 
     

    Timers 

    Timers can be helpful to create predictability and set limits on the amount of time your child should spend on an activity. You can use any timer you have such as a household timer or a phone timer. 

    Reading

    • Select books that are of interest to your child. You can select together or let your child select books that are of interest to them.
    • Repetition is great – read, read, read…again and again!
    • Read through the text one time with expression – act out parts, exaggerate tones of your voice and make associated sounds when possible. For example, Car sounds, animals sounds, fun expressions “wow”.
    • Read the story again, this time stopping to discuss and share observations. For example, as you point to the picture say, “I see the dog sleeping in the doghouse.”
    • Look for cues from your child - if they are pointing or looking towards something, point to the item and talk about it. For example, “Wow yes, I see those animals too.”
    • Ask simple questions – use the wait time noted above. Be sure any communication supports your child may use are readily available. Model the response using words or any visuals or resources that are used.
    • Select books that are of interest to your child. You can select together or let your child select books that are of interest to them.
    • Repetition is great – read, read, read…again and again!
    • Read through the text one time with expression – act out parts, exaggerate tones of your voice and make associated sounds when possible. For example, Car sounds, animals sounds, fun expressions “wow”.
    • Read the story again, this time stopping to discuss and share observations. For example, as you point to the picture say, “I see the dog sleeping in the doghouse.”
    • Look for cues from your child - if they are pointing or looking towards something, point to the item and talk about it. For example, “Wow yes, I see those animals too.”
    • Ask simple questions – use the wait time noted above. Be sure any communication supports your child may use are readily available. Model the response using words or any visuals or resources that are used.
    • Together with your child find articles, magazines, and books they are interested in. Bring reading material with you wherever you go. You can read together with your younger readers and allow your older readers to read independently. 
    • With your supervision encourage your child to find articles online on topics of their interest. 
    • Help them understand perspectives of characters in the story or book. 
    • Ask them what they read about. Ask them questions that require explanations: 
      • Who and what was the story about? 
      • What was important in the story? 
      • Why was it important? 
    • You can use the resources below to find articles: 
      • www.timeforkids.com - allows you to select articles by topics of interest and grade level 
      • www.newsela.com - website allows you to select a topic of interest and the grade level 

    Write 

    • Help you child write about their experience or topic of interest. Assist them in creating a clear beginning, middle and end of the story. 
    • Keep a daily journal. 
    • For your older students, begin discussing how their interest can foster a career. Research various careers and find ones that incorporate their interest. Talk about this, chart out some pros and cons or plans on how to achieve this goal. 
    • Start writing a personal essay or resume including interests and experiences. 
    • Create crossword puzzles about various topics in ELA, Social Studies, Math, Science or articles and books they read. For example, you can help your child create a crossword puzzle about a recent topic they learned in Science such as DNA, moon cycles, plant structures, etc. 
    •  Help you child find crossword puzzles on topics of their interest online and assist in completion as needed. You can use various websites to help you create crossword puzzles on www.puzzle-maker.com

ADAPTED PHYSICAL EDUCATION RESOURCES

ADAPTED MUSIC EDUCATION RESOURCES

Coronavirus Resources TO HELP STUDENTS UNDERSTAND