Resources

Gather markers, pens, paint, whatever art supplies are on hand. Tell the child to color the objects or animals based on their ideas. This helps kids with dysgraphia with their abilities. It can improve attention skills if you put a song on or just make the room really quiet. It can also help with fine motor skills.

Match the animal or object to its shadow. Ask the child questions about whether they like the object or whether they've seen the object before. This is an individual task but engage during the completion. Help only when necessary.

Take the child to another room and have them follow the treasure hunt. The directions are given in each slide. Tell them to use their fingers to follow along with the directions or a pen.

This is a word search. Find the words on the puzzle from the list on the side. This is an individual activity. If the child needs help, then give aid based on need.

Complete all the math problems in both formats within a given time frame, based on the child's ability. This is an individual task.

Print out images of animals and cut them out. The images are given. Attach each image to a popsicle stick and ask the child to move the image using that. Ask the child to choose one image as their character. The child needs to use their critical thinking skills to lead their character home in the shortest way possible.

Cut out the pieces of cardboard as indicated. There will be two pieces of square cardboard — cut out both and ask the child to fit the shapes together so they form the shown target shape. Ask the child to name each shape before placing it down. Great for spatial awareness, visual discrimination, problem solving and geometry learning.

A small token is needed for this activity. A coin, chess piece, rock, anything. Move the token based on the instructions given on the side. Print out the images on a paper.

Find this shape in the background. Ask the child to find the shape. Ask them questions and allow them to find the object on their own.

This activity can be performed in a group setting of 2-3 kids or single setting. Ask the child to match each object to the ones on the right. Ask the child what the object is, the color of the object, where they see it in real life, and if they like it. This is a more complicated version of the previous task, designed to take those skills to the next level.

This activity can be performed in a group setting of 2-3 kids or single setting. Ask the child to match each object to the ones on the right. Ask the child what the object is, the color of the object, where they see it in real life, and if they like it.

Match the characters. Draw lines on the page to match the given pattern. Make the lines as straight as possible. To do this activity, the child needs to be able to hold a pen properly.

This contains different images that can be used by cerebral palsy children and non verbal children who need some help in communicating their needs. Print the sheets out and give to the child so they can use in their daily life.

Match the mom with the child. Draw lines on the page to match the given pattern. Make the lines as straight as possible. To do this activity, the child needs to be able to hold a pen properly.

Gather a group of children into a large room or space. Now, blindfold all of them. Enlist one of the children to be the Ruler and the rest as Subjects. The Ruler is not blindfolded and must run around the room, keeping each Subject stationary. After the Subjects have been arranged, the Ruler must walk around the room and make noises. First, they must make loud noises and slowly become quieter. Each Subject must turn around based on where the noise is from. The Ruler must not get tagged or touched during any of this. Whichever Subject touches the Ruler first will win the game and will become the next Ruler.

Gather a group of children and ask them to spot the same item between two cards. There will be one object or item that is the same between every two cards.

This is called spot the odd one out. It's used to teach the child to make inferences, identify objects in daily life, and figure out when something doesn't belong somewhere. It can improve attention since the child is sustaining attention on one particular task for an extended period of time. First, ask the child what they see here. Then, ask which one is the odd one out. After, ask for their reasoning. If they are wrong, ask again. Ask them open ended questions like if they like the object or where do they see it in real life. Engage with the child for an extended period of time during this activity as well.

Gather a variety of beads in different colors and sizes. Choose bead sizes that are appropriate for the child, or mix multiple sizes to create patterns. Have the child create a pattern or give them one and tell them to string the beads in the specified pattern. This activity will help improve the child's selective and sustained attention, as they will be engaged for an extended period. Additionally, it promotes alternative attention since the child will constantly switch between stringing beads and matching colors to the pattern. Focusing on this task will enhance the child's ability to concentrate on a single activity. Stringing the beads onto the provided yarn or rope will also aid in developing fine motor skills.

Improve cognitive performance, focus, and ability to perform tasks like studying and working. Take the child to another room. Take the worksheet provided. You must read out the color, not the word. Take the shortest time possible to do so.

Identify the amount of times a specific word or number repeats on the page in a specific time frame based on the child's level.

Take the child to a room and have them do these worksheets. Help them out if they need help but don't give them the answers. Worksheet 1 is meant for students of higher grades while Worksheet 2 is meant for students of younger grades to introduce them to the idea of visual closure, form constancy, and math.

Cut out the images on the next couple of pages into strips. Place them on a ring after cutting out the places given. After putting them onto a ring with the respective questions, have the child sit down in a quiet area with the adult. Show the child the images for a couple of seconds, and then go to the next page. Ask the child to answer the question gently. This will stimulate their brains and cause the neuron pathways that work regarding visual memory to become stronger.

Warli art is a form of art with shapes and circles. To do this at home or with a group of students, you need paint, potatoes or fruits, ladies' fingers, onions, paint brushes or q-tips, and other scraps or vegetables. After cutting the veggies into diamonds, circles, and triangles, place them on a platter. This allows the children to take the veggies and paint them. Place the paint a little far away so they need to ask their friends for it, focusing on behavior modification. Asking them which color is which and to place the colors and shapes on the paper properly works with visual discrimination, language, and fine motor skills.

Take the child into an individual setting. Show an image for 10-30 seconds then ask the child to answer the questions. This is a more complicated version of the previous exercise.

Match the letters, words, and numbers on the left to the same one on the right, regardless of font, color, capitalization, etc. There are many levels for this, starting with Print to Brush or Cursive, until words. Use the level that is right for the child, based upon their ability. Bonus: Try challenging them to complete this within a given time frame.

Ask the child to circle the 10 differences between the images. Ask them questions about the setting, the people, the expressions, and what the contextual clues might tell about the background of the people or creatures.

Ask the child to write an article based on any topic of their choosing. The writing must fill the page below. Ask them to use the finger method and space their writing out on the lines below. Print out as many copies of the page below as needed. This can greatly help children with dysgraphia.

Ask the child to answer the question on each respective page. Ask follow up questions, lead them to different answers, and ask them to define opinions and justify their thinking.

Ask the child to finish the sentence or thought. The instructor can either read the thought to the child if the targeted skill is auditory closure or have the child read and answer the prompts on their own if the targeted skill is visual closure. This activity can also be done with stories. Here, there are two ways to do it, using sentences and images. With images, ask the child what the next logical step is or what the person will do next. This is great for children with Autism Spectrum Disorder struggling with understanding the world around them.

Given the list of words below, the child has to tick the sound. For example, for the word seen, the sound 'ee' will be checked off.

Divide a group of children into two teams: the sheep and the assigned shepherd. The Shepherds need to make a treasure hunt for the sheep, and they need to direct the sheep to the prizes. The sheep are blindfolded.

Start a sentence with one of the following words: Rose, Water, Painting, Pillow, Satchel, Book; then the last word of the sentence will be the first word for the next person's sentence. This can be used to tell a story or a random thought. This can be a group activity or a singular activity, but it's more fun and engaging as a group.

The instructor reads the list of animals. The child must circle all of the animals stated by the instructor after 30 seconds.

Ask the child to puzzle the word out using the phonetic spellings and vice versa. This can be made by the instructor with phonetics tailored to the child. A sample is attached.

Read the passage to the child or ask the child to read the passage. Then ask the child the adjoining questions. Maybe use a hat or a prop that can be used as the "Detective," and the person who solves the problem first gets to wear it. This can be used in a group setting as well. The game works especially well with a group because then the children can observe others and their answers so they can identify the patterns and understand social situations. Remember: This is to help the children solve social situations and give them the ability to analyze their surroundings.

Read through each passage and ask the child the provided questions. Help them as needed so they can begin to identify patterns. The passages are written in a dyslexia-friendly font when required. Focus on pattern recognition, reversals, and inference while encouraging discussion about feelings and situations in the text.

Read through the story with the child. The language is aimed at upper-level readers; spending time looking at the images and exposing the child to new, more advanced vocabulary supports development. Read the story, answer questions they have, and ask them about the plot, characters, and sentences. Have them turn the page and follow the words with their finger as they read. This is an upper-level story set in a fantastical land.

Each color has been assigned a number. Ask the child to use their token and jump from color to color on the mat. This can be done in real life with a colorful mat, carpet, or blanket, but doing it on paper works as well. The child can play and use energy while doing the math. Choose operations based on the child's skill level; students can pick numbers for extra engagement. These examples develop number skills and attention.

If you answer wrong, move back 2 steps. Answer the question next to each card. Roll the dice and only enter the game if you roll a six. Landing on a star card doubles the steps forward or back. Designed for group play; an empty instructor version lets you fill in problems, reversals, or verbal prompts. This activity is flexible and can be used in many different ways.

Use a token and move in the hopscotch game. The mathematical operation is kept in the middle and the answer options appear in the surrounding boxes; choose the option that gives the correct answer. In a group setting the instructor can run races to see who completes the course fastest. This activity supports numerical thinking while keeping children active.