to develop steps to the classroom jobs and visuals were made (Figure 17). Visual supports were utilized for the morning (unpacking), afternoon (packing) and recess routines for memory supports (Figure 18). Throughout elementary school, independence with activities of daily living (ADL) or self-care was promoted. To teach buttoning for dressing and the Lost and Found job, video modeling was utilized. Button bags were used in the classroom during center activities that all students used (Figure 19). Clothing closures were practiced throughout the day for generalization to ADL tasks and Lost and Found. MIDDLE SCHOOL AND AT: BUILDING A CONTINUUM In middle school, school-based jobs expanded with work and community experiences in a larger building. The OTP sup- ported students in the Career and Technical Education (CTE) classes where career awareness and career exploration occur. In the CTE classes like Family and Consumer Science (FACS), functional living skills were taught. The OTP did a group ac- tivity with monthly themes listed in Table 6 which this student attended during a resource block. Travel skills, a functional living skill, was addressed. Students navigated and traveled within the building between classes and for the school-based jobs program. To learn travel skills and building navigation in- dependently, point of view video modeling was created.
Low tech visuals were utilized for ADL activities. Visual sup- ports for the steps to change a pad were provided as shown in Figure 20. Simulation was utilized for putting the pad on and disposing of it. A timed wearable (Figure 21) was used to indi- cate when to change the pad. Collaboration with the parent included having elastic waistband yoga pants worn on PE days for easy changing. A sticker was placed on the PE locker for locker location. A key lock was used instead of the combina- tion lock due to motor and memory weaknesses.
MIDDLE SCHOOL AND AT SUPPORTS FOR CAREER AND TECHNICAL EDUCATION Inclusive occupational courses and CTE courses were in- troduced such as Tech Ed, art, music, drama, band, FACS and computer science (typing) with the support of a collaborative team. Students need to be taking these courses and may need adaptations or AT to access them. The team modified the as- signments using UDL principles and AT supports for access, en- gagement and participation. In music, the OTP adapted music lessons in low tech ways by color coding and enlarging notes on the music scores. There was a focus on learning the chorus or the repetitive refrain. Gamifying note identification was done by making a musical note game (Figure 22). These successes lead to a goal (self-de- termination) of being in the high school marching band. There was a part in the inclusive school play, Annie , where lines were adapted to the reading level for better memorization and the Figure 21: A wearable that has a picture of a toilet when it alarms indicating to the student that it is time for her to go to the bathroom to change her pad.
Theme
Month
Getting to Know You – likes, dislikes
September
Meal Prep Pet Shop
October
November December
Hot Chocolate/Coffee Shop My Goals for the Year and for the Future
January
Volunteer Project Hardware Shop Flower Shop Popcorn Shop Ice Cream Shop
February
March
April May June
Table 6 - Middle School Group Themes Led by Occupational Therapist
Figure 20: Step by step visual for using the bathroom and changing a menstrual pad.
10 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2026 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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