Figure 10: A vocational folder that indicated the jobs she liked and the jobs that she did not like which could go with her to middle school so they could see the jobs she had been exposed to in elementary school.
Figure 13: Using cut up sentences with cards or post it notes when learning the word “make” created with LessonPix.
Figure 14: Cut up sentences to match related to vocabulary on the Coffee Cart which she could then write or type.
Figure 11: Using magnetic letters to spell for UDL support when handwriting may be challenging.
Words such as “like”, “have” and “make” were frequently used on the job - “What would you like?” or “Did you like that job?” A cut up sentence using visual cards was performed and then cop- ied for less cognitive load (Figure 13). Cut up sentences were part of the school jobs (Figure 14) to promote literacy and were used as a heavy workstation to provide sensory input for self- regulation and self-management (Figure 15). There were classroom jobs that developed functional living skills including: vacuuming, sweeping, wiping tables, stacking chairs and taking out trash. These jobs were on the board with visuals and the students’ names so they knew which job they were responsible for. A simple, low tech timer was used as a countdown for job duties. The jobs were highlights during the day. An AI generated task list, goblin.tools, was used (Figure 16)
Figure 12: Using lids to bottles with letters on them to spell words using UDL principles when handwriting may be challenging.
8 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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