Feburary / March 2026 Closing The Gap Resource Diretory

Figure 8: A play dough activity addressing emotions and what that emotion may look like on a job followed up with strategies on how to change the emotion.

Figure 6: A book about the needs of a plant that was told by the student using a QR code audio insert.

Figure 7: Dollar Bill Change for 50 Cent Coffee visual.

Figure 9: A jelly bean with a happy face on it which said “I liked that job.’ or “I did a good job.”

The self-regulation lessons included emotion identifica- tion. Explicit instruction on emotions experienced on the job was provided. For example, “What does silly look like on the Farmer’s Market?” Strategies for changing that emotion were discussed and were written about (Figure 8). Self-assessment on performance of the school-based jobs developed self-mon- itoring and self-management skills. A simple visual of a thumbs up or thumbs down was used to minimize verbal demands when there was frustration. Identification of likes, dislikes and preferences for jobs developed self-determination with a voice output switch (Figure 9). Two switches (“I liked that job” or “I did not like that job.”) were used for more accurate responses when there was fatigue or frustration. These responses became part

of a vocational folder (Figure 10). Visuals representing the jobs were placed in a folder on an “I like” side or an “I do not like” side. Expectations increased in 3rd to 5th grade. The vocational folder became a bound vocational journal. Sentence frames were used such as “I worked in the __________.” as a pattern. There were options to circle answers in journals to questions such as “What job did you do today?” or “What tool did you use today?.” These questions supported a goal of answering “wh” questions. Composition and vocabulary words about the jobs were written. Magnetic letters (Figure 11) and bottle caps (Fig- ure 12) were used to spell words which required less memory.

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