Today starts Jerry's 10th grade school year. In praying for a successful one for him and his teachers and friends, I began reflecting on his last year. We changed schools mid-year, just after the Christmas break and it turned out to be one of the best decisions for him. He did a lot of maturing and growing the second semester of 9th grade. He made friends and was social and even began reading...FINALLY! Here are some pictures from the second half of last school year.

​Let me start off by saying that I am blessed beyond measure when it comes to friends. My cup runneth over with encouragers, grace givers, mercy momma's, special needs sojourners, powerful prayer partners, and beautiful servant hearts. I was hesitant to even write this post for fear that one of my many friends would somehow feel "less than". If you are one of those friends, know that I love you to infinity and beyond and am aware of the role God purposed you for in my life, my family's life. Thank you for fulfilling that role so wonderfully. There are just no words really. 

That being said, everyone needs a Mrs. Kim in their life. Kim has been one of my very best friends for about twenty years now. When I look back and see how God helped us find a little community church through a 4th of July parade and coincided it with Kim and her husband coming back from the army and Germany and choosing our neighborhood to settle in and church to attend...well...it's mind blowing really. His sovereignty never ceases to amaze me. And selfishly, I want to believe that, while there are any number of reasons for those two miniscule events happening in both of our lives simultaneously, God did it just for me. 

Kim is by far one of the most selfless, godly, joyful, and non-judgmental people I know. She loves me enough to tell me when I am being a boob or a brat, and is always there to share a good cry or laugh with. Most of all, she has been one of my biggest cheerleaders and encouragers in my parenting of Jeremiah. 

Kim loved Jerry and prayed for him before he was ever born. She was the first person to recognize that he might have some delays and she was a good enough friend to break it to me gently over a meal at Olive Garden almost 14 years ago. She was the first person I called after officially getting his diagnosis and has been there every step of the way since...and quite literally, even in walking on our Journeying for Jeremiah team at the Autism Speaks walk when he was only four. 

She helped me when I struggled to homeschool him, encouraging me and brainstorming with me over how to teach him even the basics. She never judged us when we made the decision to medicate him for his progressing adverse behaviors. When we made the even more difficult decision to send him to school outside of our home, she met me after dropping him off his first day for some food therapy at Dunkin' Donuts. Yep, she is that kind of friend! 

She provided respite for us on more than one occasion, even when Jerry was at his absolute worst, risking her own physical safety to let us catch our breath, if even for just an hour. 

She played at least a dozen games of Minion Life with Jerry while he was in the hospital with his SMAS. And she relieved us from hospital duty so we could go home, shower, change clothes, and spend some much needed quality time with our other kids. 

She has taught Jeremiah about Jesus, literally as his Sunday school teacher and through her actions loving him unconditionally. And I do mean unconditionally! She is one of the only people he will openly hug and say he loves. Here is a picture of Jerry after he earned his cape through a Bible character superhero curriculum Kim wrote and taught the kids. 

And here is one of my favorite videos of Jeremiah. He was six when Kim taught him the Easter story through a set of resurrection eggs. In Jerry's egg were objects representing each part of the story so that he could remember and retell it in his own words, as he is a very visual learner. 

Recently, Kim and Jerry have become movie buddies. She took him to see Goosebumps 2 last year and they were making plans for Toy Story 4 a month before it ever came out. She even sent him this invitation to go see the movie with her and a countdown calendar. 

I love her so much. She is my BFF and we have been accused of sharing a brain more than once! Thank you my friend. Look at that smile on his face! It is as genuine as her heart for him. 

There have been a few.

1. I received a scholarship for college right out of high school for journalism. I always wanted to write, to be a reporter, be a broadcast journalist...travel the world and write about what I saw, the people I met, the foods I tried. Maybe I would try my hand at working for a magazine, writing more entertainment-style articles versus news. Maybe I would write a novel someday (blogging had not yet been invented). I loved to write. I still do. 

Then my circumstances at home changed drastically, and not for the better. I had to work full-time while attending college. The option to stay home and go to school full-time vanished. I lost my scholarship funding while I struggled to pass classes and pay bills, could not commit the hours mandatory to the college's newspaper, which was a part of my scholarship requirements, and in the end, even made the difficult choice to change my major. I graduated almost three years later with my Associate's in elementary education, with an emphasis on special ed. Little did I know then that, more than ten years later, I would have Jeremiah and he would be diagnosed with autism.

2. After a change in pastors and direction, the church that we attended as a family for 23 years began to disintegrate right before our very eyes. It was devastating to say the least. One by one, families walked away. Children's and youth ministries became obsolete, as did women's ministry opportunities. Even all outgoing missions were canceled, shut down, frowned upon. We knew it was time to walk away as well, but the change was so scary, so hard. We had never been anywhere else. We became Christians in this church, our babies were conceived, born, dedicated, and baptized while we were members there. It was all we knew. We were all plugged in, serving, settled, comfortable.

Then God pulled the rug out from under us there and, after much prayer and many growing pains through the inevitability that is change, we landed at out new church home...where they had been praying about and in the infancy stages of beginning a separate but inclusive ESE children's ministry and were looking for a coordinator. Imagine that. Next to homeschooling/homemaking, it has turned out to be one of the most fulfilling roles of my life. And going back to my college circumstances, one I would not have been qualified for had I not changed majors as a result of much disappointment.

3. Then there's Jeremiah. Oh the ways I have grown and morphed, and God has transformed me as a result of being that boy's mother! I think each of us in this house can say that in relation to having Jeremiah as a child or sibling. It hasn't always been easy. Actually, it's never been easy. It hasn't always been joyful, pain-free, fun, or an adventure. Many years have been wrought with sleepless nights, crying in the shower, nursing broken dreams and bruised bodies, missed opportunities, and I am ashamed to admit, a coctail of anger, resentment, and bitterness.

But in and through it all, I can honestly say, I never once questioned the sovereignty of God. I always knew He was on His throne, in control of it all, and that nothing that ever happened to us was outside of his jurisdiction or authority. I have my former pastor and his wife being faithful disciplers to me to thank for that.

I may have wondered about the reality and truth behind Scriptures like Romans 8:28 and Jeremiah 29:11 at times though. How could having to pull the car over to keep from getting into an accident while I am being assaulted physically and verbally by a child in full meltdown mode work together with everything else that was going on in my life for my good? If God's plans were not to harm me and for a future and a hope, then how could He explain the 9-1-1 phone calls we made begging authorities to Baker Act our son just so we could get a respite from him and the autism? Sheesh, for that matter, and more simply stated, how could He explain puberty?!

But then you get perspective. Oh the gift of perspective! God brings you through to the other side of a circumstance and allows you just a glimpse of things from His point of view. He allows you an opportunity to work alongside Him and  re-frame your hurts and disappointments. 

Re-framing a picture requires patience, gentle hands, and the skill of being precise. You can't even begin the process until you have a new frame to transfer the picture into.

You have to be patient while you search for a frame that will fit your picture perfectly. In the meantime, every day that you see it hanging on the wall, you long for that new frame to be found and envision what it will look like once you find it. You can almost feel your fingers running across the smooth, unsplintered edges of the new frame. It's hanging straight and secure from it's hook attached firmly to its back. You squint, imagining the glare of the light off the shiny new, streak-free glass. You randomly check resale shops, thrift stores, flea markets, garage sales, and even your neighbors' trash at the curb after they spring clean...all hoping for that unveiled treasure you know is out there just waiting to be discovered.

Finally, you find your frame. It's perfect. You could not have ordered one made specifically to fit your picture more beautiful than this frame. Now it's time to extract the picture from its old worn frame and transfer it to your new one.

You carefully flip the old frame over on your lap, gently prying up the prongs on the back of it to release your picture from the dilapidated home that once was good enough to care for it. You have to be careful and gentle because the frame is old, worn, has cracked glass, water-stained and wood rot edges. Even the hanger spins aimlessly on the back, its glue disintegrated to the point that it can no longer serve its purpose to display the picture proudly on your wall.

Finally, you free the picture from its old home. You remove it ever so gently from the frame so as not to scrape it along the rough edges or sharp fractured glass on its way out. You can re-frame a picture, but you're no artist and you know you are not qualified to re-paint the picture itself.

You cleared a section of table in front of you to lay the picture  on until the new frame has been prepared to receive it. You removed the clutter and even used a damp cloth to wipe down the table's surface, following it up with a dry lint-free towel to keep your picture from getting wet or picking up unwanted particles it will take into its new frame with it. You even washed your hands before this step in the process. With the old frame now picture-free, you replace it's backing, not quite as gently as when the picture was still in it, and you set it off to the side, now turning your attention to the new frame.

As carefully as you removed the picture from the old frame, you transition it into the new one, careful not to touch the glass inside the frame and leave your oily fingerprints behind. Happy with the positioning of the picture in the new frame, you replace its backing, secure the prongs in place, and hang it back on the wall where it once hung. You step back to admire the view. What was once an eyesore and an perceived embarrassment upon entering the hall is now the focal point and sure to be the topic of discussion for friends who come to visit, old and new.

Re-framing. It's what God wants us to do to our disappointments, our circumstances that we'd rather we didn't have to go through, question God's reasoning for, and can't see through the thick darnkess to the light that is most certainly awaiting us on the other side.

And God doesn't ask us to do the re-framing on our own. He is the Master builder after all. What's a little re-framing a picture job to Him? Easy peasy. 

God has a plan for just what He wants us to learn and how He desires to transform us in our difficulties. When we think He is taking to long to rescue us from them, He is fully aware of the exact moment He will, and how much longer our refining process needs to take our stubborn and rebellious hearts to be complete, the dross to be fully skimmed from the surface of our hearts. He only asks that we be patient. 

When He does begin the process of restoration in our lives, He does so gently, knowing that after all we have just gone through, we are fragile and frail, emotionally, mentally, and sometimes even physically. He doesn't just rip the dried blood-soaked Band-Aid off so to speak. He soaks it in some grace and mercy to loosen its edges and make the transition a smooth one for us. We may think we want Him to just snap His fingers and zap us out of our dark seasons, but He knows that we have lived in them for so long that our eyes have adjusted to the dark and it would be painful to simply flip the switch on full wattage without letting us adjust slowly to the new reality He has waiting on the other side for us. He is gentle.

God is precise. He doesn't waste one ounce of the pain He just allowed in your life to slip out of His hands as He re-frames you into your new likeness, one that resembles His Son a little more closely than the one that used to be comfortable in its old frame. He makes sure you fit in His new frame for you. But He didn't just find this frame at some half-priced noon hour yard sale. Oh no. He custom designed it just for you. He fired and melted the sand particles to make the very glass He encloses you in now. He sanded the frame and crafted the prongs of His love that will hold you securely in place. And He Himself is the hanger that will hold you in this new place, even as this frame will also begin to age and show signs of wear and ultimately decompose. Why? Because re-framing is not a once-and-for-all process. It is a continual transformation into something more beautiful, more Christlike, more usable and moldable and God-glorifying.

And remember that old frame that, once the picture was removed from it, we set it off to the side? We didn't throw it away. Neither does God discard of the old frames He so gently removes us from, no matter how dilapidated they may be. They serve a purpose. They remind us of how far we have come and how far we have yet to go. They have a perspective purpose in God's Kingdom. Keep them. Don't wish them away or try to forget them or block them out.

I said earlier that we work alongside Jesus as He re-frames our hurts and disappointments. I just told you what it takes to re-frame a picture and God's role in re-framing ours. So what is our role? What is our job in all of this? Simply put, it's faith and trust. We trust in our Master builder and put our unabondoned and unhibited faith in Him to make beauty from ashes (Isa. 61:3), to restore the years the locusts have devoured (Joel 2:25), and to transform us into a new creation through the process of sanctification (Romans 6-8). We trust. We have faith. And when God beckons us over with his wagging index finger and wait-til-you-see-what-I-have-for-you smirk on His face to the telescope of perspective aimed His purposes and plans for us, we take a peek. Then we obey whatever He asks of us on the path to those purposes and plans, no matter how far away they actually are in light of the magnification of His telescope.

The years between 13 and 16 were some of the hardest and darkest years of my life with Jeremiah. Puberty was hard on him, on all of us. I can still look around and see evidence of its effects...a patched hole in the wall where his foot went through, a reset diamond on my wedding ring after a stainless steel mug shattered the original setting, a medicine cabinet full of antipsychotics and antidepressants that never worked and still need to be disposed of. There are even emotional remnants, feelings of fear and dread that another similar and even more devastating season of darkness lies ahead as we enter adulthood with him. It's a daily battle to give them to my God who has always been faithful to carry them for me when I let Him.

BUT...PERSPECTIVE!

• Had we not gone through those formidable four years, we would not have received the diagnosis we did when we did that, once he was properly treated for, resulted in much anticipated and longed for peace for our family.
• One of my nieghbors might not have felt comfortable reaching out to me for help with her daughter who is struggling with anxiety, depression, and middle-school hormones.
• I would not be able to wrap my arms around another neighbor with a son on the spectrum smack dab in the middle of puberty and tell her, with all blessed assurance as a sojourner, that this too shall pass.
• I would not have taken the professional crisis management class to learn holds, defense techniques, and transportation procedures for people in crisis situations to keep Jeremiah from hurting himself and others.
  • Had I not taken the PCM class, I would not have heard about the roles of RBT's...registered behavior technicians. 
  • Had I not heard about RBT's, I may not have recognized the God-given desire to become one. And prayerfully, God will use the perspective He has given me as Jeremiah's mom and autism and puberty survivor to empathize with other parents still bumping into the walls of darkness looking for a hand to guide them in the direction of the only source of Light.

Trust the process. Have faith in the Processor. Re-frame your perspective. Be still and know that He is God.

It has been a very long time since I posted anything about Jeremiah. That's because it has been a very unpredictable time for him and I wasn't entirely sure about what to post. 

Anyone who knows me well, knows I do NOT like change...period! I am getting better, be it ever so slowly (slower than a bead of sweat rolls off an Eskimo's nose in winter).

We had been in prayer about Jeremiah's school situation for over a year when we began to seriously consider other placements for him. Read the article I published with Autism Parenting Magazine titled, When Special Education Fails to Be Special (Issue 81) for a glimpse at some hints  about why we were looking for a new school in the first place. It had become a necessity, not optional.

We applied at two schools. One put us on a waiting list that could see Jeremiah well past the age of 22 before he ever won that lottery. One school, after reading his ABA report said, "Thanks, but no thanks." Looking back, I can see God's hand in these closed doors, as they were charter or public school options and Jeremiah would not have been allowed to have his one-on-one ABA with him...a sure recipe for disaster.

We had pretty much resigned to another year of his current placement when we were in line at Dairy Queen for the end-of-season ice cream party for Buddy Baseball. I was talking to another player's mom and we were commiserating about the perils of special needs and puberty in our sons. She mentioned how blessed and thankful they were for his school. My ears perked up. After more conversation, I went home, looked up the school online, and talked it over with John. We prayed for a week or two and then decided to apply.

Broach School is run by Children's Education Services, a Christian education provider. The principal called me the week before Thanksgiving break and set up a time to speak with John and I. She was gracious, kind, sympathetic to our plight to find the best possible education for Jeremiah in the time he has left in school, and super informative. She didn't sugar coat things and didn't try to sell us the moon. She simply said that Jeremiah would learn and be loved at her school. She offered to let him shadow for one whole day before the holiday break and we agreed.

After that day spent in a classroom with his ABA (who wholeheartedly approved of the new school) and surrounded by peers closer to his age and ability, we made the decision to switch schools, but wait until after the Christmas break to do so. We knew the transition would be easier that way and it worked out best for his McKay scholarship so that the new school would not have to rely on the old school to send them funds for part of that last quarter.

Still, it was a hard decision, not made lightly or without much prayer, and ultimately, only time would tell if we had truly made the right decision or not. And, as is my obsessive-compulsive, leave-no-stone-unturned way, I made a physical list of the pros and cons of switching schools so that I could see in black and white what my heart already knew what was the best choice for Jeremiah...notice I didn't say the comfortable choice for me! Giving our notice to the old school and answering all of the questions as to why we were relocating him was most uncomfortable.

Here is my list:

Former School:
Pros:

• Garden – However, Jeremiah has not done any actual gardening in the garden since his first year there. Gardening was supposed to be each class’s science. The last two years, no gardening has happened at all.
• Sensory Gym – Jeremiah needed and loved this his first two years. Now he is simply too big for it and it is unstructured time that tempts him to misbehave.
• Better technology and newer/more updated building/classrooms/playground – nice paint on walls, flat screen TV’s in all of the rooms, new carpet, etc…
• Close to home – about 7 minutes away.
• Lunch Service – Though at $5/day, we only order once a week for Jeremiah anyway. He packs his lunch the rest of the week.
• Calm down room – admittedly, Jeremiah has had to frequent this room often.
• Community-based training for older kids.
• School run by two families with special needs kids of their own.
• On-site speech therapy.

 Cons:

• Approximately 3 hours of unstructured time daily – leftover elective time, task box time, sensory gym time, recess, quiet time, time spent waiting for other kids to have PCM implemented or teacher to regain control of the classroom due to behavioral issues, movie times on Fridays.
• Most classmates are non-verbal and so there are no peers that Jeremiah can learn/practice social cues from/with (eye contact, conversation skills, etc…)
• Neither teacher nor aide are licensed teachers with college education in special needs education. This year’s teacher is a parent of a student at the south Tampa campus. Last year’s teacher was principal’s brother-in-law.
• No continuity of teachers – though Jerry has for the most part stayed with the same kids/class from year to year, including the two teachers who filled in one year when one of his teachers resigned/was let go early, he has had 6 different teachers in 3 ½ years (Jessica, Tiffany N., other Ms. Tiffany, Gaby, Paul, Edward).
• No standardized testing or other testing of any kind to assess where students are or the progress they have made – though tuition package includes $500 for testing.
• When originally toured the school, we were shown classrooms specifically set aside for life skills, such as folding clothes, putting away and hanging clothes, dishes, bed-making, etc… Those rooms have long since been emptied to make room for more students.
• Was told the goal was to keep the student population at no more than 50 or so students to maintain small class size and low-student:teacher ratios. Currently nearly 100 students in the building, along with more than twenty staff when you consider administration, teachers, paraprofessionals, and ABA/speech/physical therapists.
• Car line…need I say more.
• $17,000 tuition – over and above what McKay pays for Jeremiah and so we have had to pay out-of-pocket.
• Two bathrooms with a total of three toilets in the building for approximately 130 people, some of whom are kids not toilet trained or who have very little control over urges to relieve themselves. Clear violation of OSHA regulations/standards. Parents told to send change of clothes to school daily in case of accidents.
• Parents not communicated with regularly on what kids are learning in class on a weekly/daily basis. Haven’t had a parent/teacher conference for Jeremiah since year two.
• Everyone is on a certificate track. There is no differentiation between the lower and higher functioning kids by classroom.
• School less than five-years-old…still growing and learning and working the kinks out.
• $500 curriculum fee per student. Approximate cost per classroom for Unique Learning Systems curriculum and access is $600-$700.  Times the $500 curriculum fee by ten students in the classroom and the fact that we are all asked to provide reams of paper to print the curriculum on and we are being grossly overcharged for curriculum.
• Jerry has been there 3 ½ years and he is still working towards meeting the same IEP goals from 2015.

Both Schools:

• Private and accept McKay Scholarship.
• Unique Learning Systems curriculum used.
• No structured P.E., art, or music…other than crafts in the classroom and playground time.
• Volunteer hours mandatory – I am the Box Top momma!
• Pizza day every Friday.
• Can have one-on-one ABA with him daily.
• Active PTO.
• Teachers PCM trained.
• Field trips and fun events at school/in class.
• Life skills training is a part of the daily curriculum.

New School:
Pros:

• $5,000 less tuition totally covered by Jeremiah’s McKay Scholarship and so extra is being applied to bus fare so…
• NO CAR LINE! Also, taking the bus from door-to-door saves me time and gas and promotes independence for Jeremiah.
• Community-based training for older kids.
• More run like typical school in the sense that they elect student body positions and really give the kids a say in “extras” at the school.
• Uniforms – no more school clothes shopping and everyone is on the same page!
• Classmates are all verbal and so there are peers that Jeremiah can learn/practice social cues from/with (eye contact, conversation skills, etc…)
• Teachers are all licensed teachers with college educations in special needs education. Most also have ABA background.
• Continuity of teachers – met the lead teacher who stated that she would “never want to work anywhere else.” That is the sign of a healthy school!
• Standardized testing three times a year to assess where students are or the progress they have made – done verbally for non-readers.
• Independence of students encouraged. They walk to the lunchroom with their lunches unsupervised and are allowed to go to the restroom unattended.
• Small student population – definitely under 100 students for small class size and low-student:teacher ratios.
• Ample bathrooms to accommodate number of students/staff.
• Parents given access to a communication app where they can login to student’s classroom and see daily notes/updates from teacher on what class is working on and how their student is doing.
• App students with phones or iPads can access to answer teacher questions and play learning games that boost their grades and record for the teachers their response times to questions and give them a more accurate indicator of where they are. Laptops and iPads available for students who don’t have their own.
• There are three tracks for the kids to be on, regardless of elementary, middle school, or high school. There is high school diploma track, certificate track, and life skills track, each tailored to meet the individual needs of students.
• Children’s Educational Services runs the 7 schools statewide and they have been around since 2009.
• Christian-based – They teach character as a part of their curriculum.
• Develop sports teams and arrange games between different CES schools in the state.
• Only unstructured time is approximately 20 minutes at the end of the day to pack up and get ready to go home.
• Statistically, students that begin attending this school behind “catch up” to where they need to be or at least make significant progress by the end of the first year.
• Each child is given their own login to Unique Learning Systems where curriculum tailored to their level is available. They actually complete a portion of their daily work online. Teacher also prints worksheets from their profile to match their level. Whole class may be covering kinetic and potential energy in science, but each child in the class is taught it on their level so they can understand it.
• They teach ASL the last hour of every day to all of the students.

 Cons:

• Further away – but this was already resolved with the pro of him taking the bus.
• Campus/classrooms/playground older and not as up-to-date.

So there you have it, a sneak peak inside my crazy train brain! But making this list helped me see things objectively, from a good perspective, and not through the lens of my emotions. Jeremiah had been at his old school for three years. He had friends there. He was comfortable and knew the routine there. They had seen him through some pretty rough years between puberty and his superior mesenteric artery syndrome. 

But when it came right down to it, Jeremiah goes to school to learn. Period. And when learning is not taking place and regression is even occurring, you have to make decisions that may make people uncomfortable, hurt feelings, and even offend others. But doing what's best for Jeremiah has got to be my only objective as his mom and advocate.

He has been at Broach for four months now and, while the suspense may be killing you, I am going to make you wait until the end of this school year to update you on his progress at the new school. Hint: There is so much to share!

I saved this one for close to last because I knew it would take me the most time to cover. Sensory...touch, smell, see, hear, taste. Where do I even begin?

First of all, we already covered some great sensory items in the previous sections, but because that was not their main function, they weren't saved for sensory. But let's take a look at what they were anyway so you can see how sensory encompasses so much. I won't include pictures of the items we covered already, but I will list them again, as well as where they can be found so you can refer back to them if needed.

For auditory, there were the children's instruments in Centers. The service bell in Behavior Modification is another great tool. In Play, the felt food for the kitchen and the felt boards in Teaching Aids provide great feedback for kids with specific touch issues. Also the Jesus finger puppets in Behavior Modification, as those can be worn and carried around by the kids.

Also for touch were the sensory mats and faux fur saucer chairs in Furniture. For visual, the light box in Play is a great sensory item. So are the magnetic gears, which are visually pleasing to watch turn simultaneously and the I Spy bottle and LED hula hoop in Play as well.

For touch, the bristle blocks and Bunchems in Play are great resources. Some kids may prefer to just carry one bristle block around with them or keep it in the hands during the lesson to be continually fed by the effects touching it has on them.

Now onto the items I purchased specifically for sensory processing and our kiddos.

I bought these amazing lightbulbs that change color with a remote control! I simply screwed the bulb into an ordinary desk lamp and voila! I bought the desk lamp that clamps onto flat surfaces so that, as long as there is an electrical outlet nearby, I can move the lamp around the room. I have one little guy who loves to sit with that remote in his hand and switch between the sixteen different colors just staring in delight!

This is one of my favorite finds. These are dollar stores frames that I took the glass out of. I then glued items to the cardboard still in the frames and hung them on our wall. They can easily be reached and removed by the kids who want to touch them or take them down and sit with them while they listen to the lesson. Most of the items glued onto the cardboard inserts are also from the dollar store. I used bows from the gift wrap section, craft pom poms, sandpaper, foil, cork board, a piece of felt, and a microfiber dusting mitt that I cut to fit. 

The other items I hung on the wall were some shaped silicone molds that I had from my lotion bar-making days. These are not removable as I had to actually nail them to the wall. I suppose you could attach a ring to the tops of them to hang on a nail, but I did not do that.

More removable dollar store finds I attached to the side of my bookshelf in the sensory center. I used thumbtacks for these so the kids would not poke themselves with the nails as they removed them. There are fuzzy key chains, dusters, and a stretchy back sponge. I also hung an LED light switch for one of my kids. He absolutely loves to turn lights off and on, but it triggers meltdown in other kids and can be a little distracting when you are trying to teach the lesson and the lights are flashing on and off. So I bought him his own light switch. He carries it around turning it off and on to his little heart's content! 

NO sensory center is complete without bubbles! I have bubble guns, many bottles of bubble solution, and a battery-operated bubble machine.

For the sound sensitive kids, I have two pairs of these noise-cancelling headphones.

There are several things in this picture I want you to see. First are the sensory bottles. They are just plastic water bottles I soaked the labels off of. I filled them halfway with baby oil and the rest of the way with water. Then I put different items in each bottle for the kids to turn this way and that to watch move. I put water beads in one, plastic beads from the dollar store in one, buttons in one, and colorful paper clips in another. I bought a magnet wand for the one with the paper clips in it. The kids love to use the wand to make the magnets climb up and down the bottle. You can also use food coloring in these bottles. I just choose to leave them clear because the items I put in each are colorful enough. Be sure to super glue the lids on tight when complete and before little hands are on them!

​You can also see in this picture my plastic puzzle maze cubes. The have dividers placed strategically in them with holes and tunnels. There is a small bead inside that you have to turn the cube this way and that to maneuver through the maze.

This is so random, but this post would have been a mile long had I taken separate pictures of everything sensory in this dollar store basket. Here are some of the sensory goodies inside:
​

• Groan Tube
• Koosh Ball
• Ball with Water and Glitter Inside - I have a few that light up when bounced or hit as well.
• Back Massager
• Soap Dish with Little "Nubbies" or Ridges on It
• Microfiber Dusting Mitt
• Silicone Oven Mitt
• Sensory Animal Friends
• Neutron Ball
• Callous Removing Pumice Stone
• Fidget Cube
• Hand Mirror
• Tangle
• Baby Ice Packs
• Lint Brush
• Make-Up Removing Brush
• Salt & Pepper Shakers - These are clear and plastic. I filled them about halfway with rice and super glued the lids on to make shakers out of them.

Most of these items I got from the dollar store. You can literally stock your whole sensory center in your room for about $50 from the dollar store.

By the way, these items all make great teaching aids as well because they keep kids focused on your lesson if they are the type of kids who need to constantly be moving or doing something with their hands in order to pay attention.

Sensory sand and rice bins are great stored in those disposable food storage containers (dollar store). I fill them with colored sand or rice and hide random little items in them. I keep sand rakes and shovels, funnels, measuring spoons and cups, sand sifters, and chunky tweezers near the bins too. Great fine motor activity!

I have sensory (kinetic) sand that came with molds and also keep a container of Play-Doh (or Model Magic) and molds and shaping tools nearby. I got plastic trays for the Play-Doh to keep it from getting stuck all over our tables.

Who doesn't love these sequin pillows that change color when you rub them in different directions? Ours says peace one way and joy the other...two things I want in my classroom at all times! LOL!

My kids love these pin art toys. They mold to whatever you put inside of them...hands, faces, toy cars, you name it. The pins feel neat on their little hands too.

This sensory bag is great for just squishing! You only need some clear hair gel (or colored if you prefer), random items that will not poke a hole in the bag when squished, and a large Ziploc bag. You will also want to fold the top of the bag over and use clear packaging tape to tape it closed when you are done filling it. I have also seen people use clear contact paper cut into large squares and colored duct tape to go around the four edges to form bags. The contact paper is more durable than the plastic bags of course. We taped ours to the class window for the sun to shine through.

Whew! There you have it! I have no doubt there is more out there to be added to our sensory supplies, but this is what I have to start with as I explore more options. Hope it helps to get you off to a great start too!

Teaching our children about their Savior in a safe and engaging environment is what our objective is. This post covers the "safe" part.

Because every classroom has one Harry Houdini escape artist who can spot an opportunity from a mile away and beat even the most agile volunteer to the door, we have door locks. We have a swing latch on the front entrance door and, because we are in a portable and have a back door, we have a slide lock on that one, in addition to a deadbolt and locking doorknob! Typically, church policy frowns upon locked doors, especially when there are no windows in the doors, but in an exceptional needs classroom, safety first!

And just in case our little sprinter can make it to the door and get all three locks undone before one of us recognizes and catches him or her, we have baby gates in the doorways as well. Just one more obstacle to have to hurdle over before making a break for the great outdoors!

I downloaded this free First Aid for Seizures poster from the Epilepsy Foundation for kids who have seizures or a diagnosis of epilepsy.

Band-Aids and Ouch-Eez first aid wipes...need I say more?

​Baby wipes and disinfecting wipes...one for dirty hands and faces and one for the surfaces responsible for those dirty hands and faces. I recommend unscented baby wipes for kids sensitive to strong smells since you will be using them on their hands and faces.

Super Sorb for liquid spills. And by liquid, I do mean vomit. This stuff makes clean-up of the vilest kind indubitably easier...still not fun, but easier nonetheless.

And there you have it! Not the most fun additions to your ESE classroom, but definitely necessary. Safety first!

Life skills...cooking, cleaning, making your bed, folding clothes, brushing teeth, tying shoes. Life skills are those skills we need to learn to "do" life, practically speaking. While life skills are typically taught at home, schools, churches, and extended friends are family members should chip in to help make the transition from dependence to independence for the child smoother. 

We only have our kids for an hour and a half or so each week, and a chunk of that time is spent teaching them the Bible lesson. Therefore, what life skills we can teach them in our room, we have disguised as play and incorporated them into their free time.

Remember, we have a play kitchen and dishes and food. Learning to serve people and use manners and ask questions about others likes and dislikes is all a part of developing life skills. So we request certain "dishes" and drinks, comment that our food is cold and needs to be cooked longer, and encourage "cleaning" the dishes when free time is over. 

​I also put sticker pictures of a knife, fork, and spoon in the utensils tray so the kids can practice putting the dishes away where they go and sorting. They can even sort the utensils by color! The idea for this activity came from here.

I printed a girl's head, cut it out, and laminated it. Then I bought some metal no-slip hair clips for the kids to practice putting in the girl's hair. An alternative to this would have been a real doll with yarn hair, such as a Cabbage Patch Doll or maybe even one of those make-up doll heads with hair. This is a great fine motor exercise for their fingers as well! And I got the barrettes in different patterns and colors for sorting purposes. The idea for this activity came from here.

This is a corner shelf rack. They come with one or two tiers. I printed some clipart clothing pieces, cut them out, and laminated them. The kids can practice hanging the clothes with clothespins, organizing them by type or color if they choose. Again, those clothespins are great pinching exercises for fine motor development. The idea for this activity came from here.

I have no doubt I will be adding to the life skills activities in our classroom as I come across them. I love play with a purpose!

You can have the best lesson plan prepared with great visuals and hands-on activities that are engaging and multi-level to reach every child in your program, but if you are unprepared for the meltdown that happens during times of transition or ill-equipped for the child who cannot and will not stop walking around the room while the video is playing, your lesson will be mediocre at best when it comes to execution and, most importantly, the children learning the main point. Behavior management is a huge part to consider in any special needs classroom, even in one where the kids only converge once a week for an hour or so. Here are some tools we have in our classroom to help with behavior modification.

I LOVE this timer! It is the best thing ever for transitions. In our class, we allow the first 20 minutes to be free time. The kids haven't seen us or each other in a week, it's early in the morning, and it's the weekend! So we let them visit with each other and play for the first part of class so that, by the time the lesson starts, they are ready to sit down and learn...hopefully! There are always exceptions to this rule!

Anyway, this timer has a built in clock. You can set the timer for however many minutes you want to. When you press start, the green light comes on. You program at what point you want it to change yellow, maybe when there are five minutes left. At that time, it will chime and turn yellow, alerting the kids that it will soon be time to transition to the next activity. Again, you program the last warning, which is red. Ours is set to change when there is one minute left. That gives the kids a minute to stop what they are doing, return a toy to its place, and come to the table for the lesson. Again, at the one-minute mark, the timer chimes and changes to red. After that minute is up, a final chime alerts the kids that it is time to switch gears. In the case that they are heavily engaged in whatever activity they are doing when the timer chimes each time, we let them know verbally, "Hey guys, the timer just turned yellow. That means you have five minutes left before we clean up and do our lesson."

Nothing fancy here, just a standard service bell. We can use this for whatever we want. Maybe to get everyone's attention. Some days we use it for just one of the kids who is having some specific behavior issue. We pull them aside and let them know that we recognize that they are having a hard time sharing (or whatever the behavior is). We want to help them without embarrassing them. We tell them that we will ring the bell whenever we see an opportunity for them to make a wise choice and share with one of their friends.

FYI, this is a great sensory tool too. We have a little guy in our room who LOVES cause and effect. The idea of tapping this bell and it rewarding him with a happy little "ding" just excites him to no end! Of course we have to be careful that he doesn't get carried away or our noise-sensitive friends will not be so excited!

Ahhh, the "if/then" chart. This is an excellent reminder about what is expected of the kids before they earn what it is they are working towards. In our room, the last ten minutes of class is spent in a sensory gym next door, complete with ball pit! Needless to say, they are anxious as the time goes on to get there. About midway through the lesson, some start asking. I simply pull this down off the shelf and set it on the table where they can see it.

It is a laminated piece of cardstock folded in half. It has two pieces of Velcro to hold the if/then pieces. In a basket from Dollar Tree I have those pieces. I have a set of laminated and Velcro-clad cut out "if" cards showing pictures with words of all of the desired behaviors we want from them...sitting through the lesson, using nice hands, sharing, doing the craft, staying in their seat during the movie, etc... The "then" cards are what we know they anticipate most...snack, the sensory gym, playing a game, putting a puzzle together, more free time, treasure box, etc...

​It's just a great visual reminder that makes it so no words have to be said or distractions to the class made as we work to complete our goal of teaching the lesson and they work towards earning something they desire. 

These free token boards are wonderful! I have only four because not every child needs to be constantly rewarded with a token to reinforce positive behavior. Thank you Jesus! But for the ones that do, these are a great tool. I laminated them and put Velcro pieces for each token on the board. Then I cut out and laminated the token pieces and affixed them with Velcro to the bottom of each chart. As a token is earned, I pull it off the bottom of the chart and place it somewhere on the picture above.

I love the different themes to excite the different kids...superhero, farm, dinosaur, cars. And I am sure you can find more or even make your own.

Use a dry erase marker to write the child's name on the top of their chart at the start of the class. Write in the box what they are working towards...maybe game time one-on-one with a volunteer, being read a book, an extra treasure box goodie, two extra minutes in the sensory gym, a special sticker, etc... Each child is motivated by something different.

Then comes my favorite part. Watch them like a hawk for the behavior you desire from them and point it out, celebrate it, congratulate them, and reward them with a token each time. "Lacie, great job using kind words with your friends. I love how you used the word please when asking Toby if you could have a turn with the Play-Doh rolling pin." Be specific! If you want them to repeat the positive behavior, they have to know what it is.

Try to spread the tokens out over your class time so that they have not earned them all in the first twenty minutes of class and then have no motivator towards good behavior for the rest of the time.

These visuals are for our bathroom and more to reinforce good hygiene to keep from germs spreading and to ensure that no step is missed and a child comes walking out from the bathroom with their pants and underwear down around their ankles. It happens.

For our protection and the kids, our policy is that no adult volunteer can be in the bathroom simultaneously with a child. While we have some kids still in pull-ups in elementary Sunday school and so don't have to worry about their toileting needs (unless they soil themselves), some are working towards toileting independently. These visuals are a great reminder of each step to build their confidence and aid them in a way that retains their dignity. Most children, regardless of ability and developmental age level, do not desire to be seen undressed or helped to complete such a personal and vulnerable task as using the bathroom.

The visuals can be downloaded and printed from this site. Laminate them for durability!

Communication cards are a must for your non-verbal kids in the class. Many a meltdowns take place because a child cannot communicate his or her needs understandably. I printed these, laminated and cut them out, hole-punch them, and bound them with a key ring. They hang on a thumbtack on the wall where they can be easily accessed by anyone needing to use them.

There are cards for yes and no, to indicate a child feels sick or is hurting, to communicate that they are hungry or their need to use the bathroom, and more. The child can flip to the card they need to or the volunteer can flip through the cards, showing them to the child and watching for a reaction from them that tells them that that is what they are trying to communicate.

Communication cards can also be for teachers as a non-verbal way to communicate with a child. For example, if the movie is playing and you have a child who is humming or singing loud enough to distract the other kids, you can show him a picture of the "SShhhh" card with a picture of someone holding their index finger in front of their closed mouth. The other kids won't be distracted by this non-verbal gesture and the child won't receive negative or embarrassing attention for the behavior. Those cards can be found here.

Don't forget, you can make your own communication cards customizable to your classroom/student needs.

I know this visual schedule was in teaching aids, but it bears mentioning again as it is another great transitioning tool for behavior modification. When kids know what what to expect, they are less likely to erupt. They love routine! Again, here is the post with directions to make a visual schedule for your classroom. More schedule picture cards can be found here.

Sometimes, knowing how kids are feeling when they first enter the classroom can give you an edge over their behavior. Maybe they didn't get much sleep the night before or they have a cold or just got into a fight with a sibling before they came to class. Maybe they were overstimulated or their senses assaulted by some loud noise or strong smell. Knowing these things when they first enter your classroom can enable you to adjust your expectations of them and avoid potential meltdowns altogether.

​I got the idea for these charts here. Then I made my own based on some Disney or cartoon characters I knew the kids liked. I simply Googled "Elsa scared" and a picture came up. I printed one for each possible emotion the kids might be experiencing. I laminated the charts and affixed a piece of Velcro and then cut out and laminated the emotion cards and attached Velcro to the backs of them as well. The line on the bottom of each chart is for the child's name.

Because everyone needs a little Jesus now and then! I love these finger puppets. I ordered five of them and put them in a Dollar Tree basket attached to the wall with self-adhesive hooks.

My laminated sign above the basket says, "Need A Little Jesus? If you need to remember that Jesus is with you, watching over you, and encouraging you to live your life to bring Him joy, then grab one of our Jesus finger puppets to wear as a visual reminder. Please be sure to return your Jesus to the basket before you leave the classroom so others can wear Him when they need to. 'Have I not commanded you? Be strong and courageous. Do not be frightened, and do not be dismayed, for the LORD your God is with you wherever you go.'
Joshua 1:9"

We can wear this finger puppet to show to kids struggling to make wise choices or ask them if they would like to wear it. Of course, we incorporate praying for them as well at that moment. Prayer is what needing a little Jesus is all about, after all.

This is simply a visual rules reminder. I got the idea from this site. They used Mr. Potato Head pieces, but I didn't have any so I just used clipart. It's always important to incorporate pictures with the words in an exceptional needs classroom for the non-readers.

I got the idea for this Inside Out emotions chart from this pin. At the top of the black foam board and in sticker letters, it says, "What Can I Do When I Feel..." Then next to happy, sad, worried, and angry, I posted options like pray, hug someone, put headphones on, talk about it, breathe, count to ten, etc... I wrote the options, as well as included clipart visuals of each. I used washi tape to separate the different emotions and options.

This is in our Jesus Calms the Storm center and just a great visual for handling emotions. We can walk a child over to the poster, help them figure out what emotion they are feeling, and then talk through some options to process that emotion in a healthy, safe manner.

What kid doesn't love a treasure box? Actually, we have a few who could care less about it, but then others who anticipate it for the whole hour they are in Sunday school! I found this gem at a flea market. It has batteries and, when you open it, it sings, "Yo ho, yo ho, a pirate's life for me!" I love it! Here is a great alternative to mine. It is full of gently used fast food toys, flea market and yard sale finds, Oriental Trading goodies, stickers, beads, and anything else I can find that fits in the box and gives them some options that they will work hard to earn.

Snacks as a behavior modification tool? Oh yes! Add hungry to any exceptional needs child and you have a whole new breed of monster! We keep our snacks in airtight cereal containers to keep them fresh and from creepy crawlies throughout the rest of the week. We have two. One is for our kids who have no allergies and the other is for our kids with allergies. It's important to keep the snacks separate like this to eliminate the risk of cross-contamination. I have each container clearly labeled.

We also have paper towels, napkins, small paper plates, and small Dixie cups on hand. There is also a water jug that we take to the kitchen and fill with ice and water before class. Be prepared! And don’t forget to appoint one of the kids to be your special helper for the week and pass out snacks, paper products, and/or drinks to their friends. Asking one of the kids to be a helper usually gives them a sense of purpose that motivates them to do a job well because of the expectations that are being set and it teaches them to serve others. Praise and encourage them while they are helping you!

​We usually do snacks as we share prayer requests after our lesson, but there are times when we serve snack for the kids to munch on during the movie or lesson to keep them seated and engaged. Do what works!

Last but not least is this all-in-one behavior binder. It contains many of the behavior modification tools found previously in this post, but all in one handy dandy binder for any volunteer to grab and keep close to a particularly challenging child. It reduces the risk of them having to get up and walk around the room and away from the child to access a token board, communication cards, the if/then chart, or visual schedule.

Everything is laminated and Velcro'd. The individual chart pieces are in snack-sized Ziplocs and clearly labeled and taped inside the binder for easy access. There is the Today I Feel... board, an if/then chart, an emotions thermometer with options for diffusing, a visual of the rules, a small token board, and a visual schedule of the day's routine. There is also an I Need... visual for non-verbal cues.

All of the charts and cards are laminated and glued to a manilla file folder...front, insides, and back. The file folder is three-hole punched then and put into a 1/2" three-ring binder for durability. It's a good idea to have several of these on hand.

​I made the majority of these inserts, but found the emotions thermometer and made it my own from this site. The Today I Feel... charts came from here. If you want any of these inserts that I made for our folders, please do not hesitate to contact me at tbertic@baylife.org and I will send you the PDF's FREE!

And that's it! Well-managed behavior leads to a well-managed classroom, which leads to children successful in learning about God's Word with one less obstacle to overcome.

They may not be as necessary as teaching aids or behavior modification tools, but they are just as important to sprucing up any special needs classroom.

Everyone likes to have their birthday recognized. Let's face it, it's one of the most important days in your history...the day God chose to bring you into this world. We have a cupcake for every month of the year and write the names and days of our kids' and volunteers' birthdays on this display. I found the idea for the cupcakes here. Be sure to laminate the cupcakes and use dry erase markers to write the names and dates on them so they can be changed when necessary.

These two posters came from this lovely website. They were freebies, but she has many more if you desire to purchase a whole set. They are very colorful. I printed them on cardstock and then bought Dollar Tree frames to hang them. Of course, if you are handy in Publisher, you can also make these for yourself.

This sign hangs on the back of our classroom door to welcome the students and their parents. The idea came from this pin on Pinterest. I used foam letter stickers for welcome and family. I edged the sign with bulletin board border.

I loved this! I got the idea from this pin, but changed their wording slightly to fit a Sunday school classroom. I laminated the mirrors, which I found free clipart to on Google search. After laminating them, I attached actual mirrors to their centers using foam mounting squares. Aren't they cute? I just wanted the kids to know how beautiful they are, regardless of their abilities or differences from other kids. I wrote in a Sharpie, “You are fearfully and wonderfully made” around the outside of the mirror before laminating them as well.

And there you have it. It's not much in light of all of the other necessities on my walls, but a few decorations sporadically placed just brighten things up a bit more...walls and dispositions!

Teaching aids. They are those tools we buy, make, dream up, and stay awake at night trying to come up with so as to help us teach our kids a lesson that they will "get," remember, and be able to apply to their lives. And since every child learns differently, you really need an arsenal of teaching aids to cover all the bases.​

So let's start with the obvious...the TV and DVD/Blu-Ray/VHS player. The curriculum we use (The Gospel Project) actually has a video to go along with each lesson. It's only about 5 minutes in length usually, but it's partially animated and includes the big idea, the main Scripture, the Bible story, and always ties back to the fact that Jesus saved us from our sins...how and why. We usually watch it before we do any other part of our lesson. I turn a few of the lights off, let them sit in whatever chair they desire, and sometimes, if they are extra antsy, I give them their snack before the video to keep them sitting still and paying attention.

Also, if you have this handy dandy Apple adapter to connect your device to your television, you can show YouTubes you find that correlate with your lesson. There are some hidden gems of channels that creatively teach Bible stories, show cute skits to solidify character qualities, and even some great music videos made just for Scripture memory. There are way too many that I like and subscribe to to list here, but it's worth the spare time when you have it to do your own search and create your own favorites list of YouTubers to subscribe to. You can even set your YouTube up to notify you each time one of them posts a new video. I do that and then, when I see one I think will fit for an upcoming lesson or just one I think will benefit my kids at some time, I e-mail the link to myself and save it in a folder I specifically have set up for future lessons. Periodically, because I am old and forgetful, I go into that folder and remind myself what I have saved there!

You can also watch pawn shops, yard sales, online auctions, and flea markets for old DVD's/VHS tapes, and Blu-Rays to stock your library.

Object lessons are by far my favorite teaching aid. ANYTHING can be used as an object lesson. I have used a kitchen strainer to talk about filtering things out of our lives that are not of God. I have used hard-boiled eggs to teach about the Holy Spirit. A bookbag full of rocks helped teach how hard it is to run the race God has marked out for us when we are burdened by things of this world...worries and material things. Seriously, the possibilities are endless.

Maybe you are like me and not very creative at thinking up your own object lessons. That's ok because there is no need to re-invent the wheel! Pinterest has a ton of object lesson ideas and so does YouTube. Just search for the topic you are covering and object lesson and be amazed at the variations that will come up. For example, if I am teaching on obedience, I will search "obedience object lesson," or obey God object lesson."

I like options and so I actually purchased the e-book pictured above. It has hundreds of object lesson ideas for all sorts of topics, including holidays. Other books you may find helpful to add to your teaching aids library include Object Lessons: 100 Lessons from Everyday Life, 50 Great Object Lessons That Bring the Bible to Life, Object Lessons for a Year: 52 Talks for the Children's Sermon Time, and Everyday Object Lessons for Youth Groups. And there are more! 

Seeing a lesson based on an object helps solidify the lesson in their minds. The object is tangible. They can touch it, smell it, wear it, taste it. And the kids remember them! I taught an object lesson to my youth kids years ago about not judging people by outward appearances. I made ugly cupcakes that were delicious and then beautifully iced and decorated cupcakes that had a cotton ball inside each of them. I let the kids choose a cupcake at snack time without them knowing it was all a part of my lesson. Hands down, they all chose the beautiful cupcakes. I wish I had a camera to capture their expressions when they bit into those cupcakes and pulled hairy cotton balls from their mouths. It was priceless! And it is a lesson they have not forgotten to this day. Those kids are all adults now and I still see a few of them from time to time. We get to reminiscing about youth group days and they always bring up the cupcakes!

Science experiments, similar to object lessons, are very memorable. I have set a $10 bill on fire without it burning up to demonstrate God's protection. I have put skewers through balloons without them popping to show what happens when you have the Holy Spirit living inside of you. Mentos in Diet Coke is a great way to show the effects of discipleship. Be creative and remember, Pinterest and YouTube are great resources for these!

Calm down. I am not talking about Harry Potter or Sabrina, the Teenage Witch. I am talking about honest to goodness fun and simple slight-of-hand or science-based magic tricks that demonstrate a gospel truth. There are lots of YouTubes and Pins out there for these and you will totally amaze the kids with them!

You don't have to be a ventriloquist to use a puppet. Just change your voice a little and the kids don't seem to care that the sound is coming out of your head and not the puppet's. Or pretend the puppet is shy and only whispers in your ear and then repeat her questions and comments so the kids can hear them. You can even let the kids hold and be the voice of the puppet and have them retell the day's story to you or answer questions about the lesson.

I got this dry erase cube in the school supplies section of Dollar Tree. I used a Sharpie to write what, when, why, where, who, and how on each side. After our lesson, each child takes a turn tossing the cube across the table or the floor. Whatever word lands face up, I ask them a question about our Bible story lesson from the day that starts with that word. It's a great tool to use so you know they understood the lesson. If they answer incorrectly, it's the perfect time to give them the correct answer.

I included my visual schedule here because it can be used as a teaching aid as well as a behavior management tool, helping to avoid meltdowns because a child was unsure of the expectations or what was coming next. Check out this post for directions. And if you don't want to make your own schedule cards, here is a great resource to download 72 of them for only $4!

I made my cards in Word, but you can make them in Publisher or even on a picture card making site like Mrs. Riley. All you need is a paper or cardstock, a printer, scissors, a laminator, a foam board from the Dollar Tree, and Velcro...lots of Velcro!

A flannel board is a must. I have multiple board backgrounds and I just switch them out on the music stand depending on the day's lesson (inside a building, outside, on the water, etc...). 

If you want to be really crafty and creative, make your own flannel board. They are not hard! There are even websites that have full flannel board scenes and Biblical characters you can print, cut out, laminate, and put Velcro on the back of. This one isn't free, but they are very inexpensive and you can even have the seller cut the pieces out for you!

To make your own, all you need is a piece of foam board or, if you need bigger, a heavy duty appliance box that you can cut a piece from to fit your needs. You will also need a piece of felt in your desired color large enough to cover the entire front of your board and even wrap around about 3 inches of the back of your board. You can get this at WalMart or any fabric store. You will need scissors and a hot glue gun and glue sticks as well. Some simple directions can be found here.

I let the kids play with the felt boards at their leisure during free time, but if I am using them for a lesson, I prepare beforehand. I find all of the pieces to go with the day's lesson and the background I want to use and have them ready. Then I simply put each story piece on as we talk about the Bible story for that lesson. I have even given each of the kids a piece or two and then prompted them when it was their turn to put the piece on the board for me. This keeps them paying attention because they are waiting anxiously to hear their turn to add a piece to the scene.

These are random game helps I keep in my supply closet for games I make up to reinforce the lesson. Games are great becase they get the kids moving and a little competition never hurt anyone. Most of the items you see here I got at the Dollar Tree:

• Game Spinners
• Cones
• Dry Erase Die
• Cups
• Ping Pong Balls
• Digital Timer
• Sand Timer
• Bible Flash Cards

This is our Scripture Memory area. I found some cute graphics to print, laminate, and hang and also hung Psalm 119:11 on the wall. Our current memory verse is taped to the board and stays there for the entire unit. Every week, the kids can either say it independently or repeat it piece by piece after me or one of the volunteers.

Scripture memory and ESE kids? YES! They are capable! Even our non-verbal kids can look us in the eyes while we hold their hands and say the verse to them week after week. We are assured in Isaiah 55:11 that God's Word does not return void. Their spirits are being fed with the Word of God when we speak it to them out loud. I have laminated reward charts for each of them. Whether we said the verse to them, they repeated it after us, or they said it independently, they get a star in one of their squares...and we celebrate...loudly and boisterously! It is exciting to read/recite God's Word!

I send the new verse printed on cardstock home with each child at the beginning of the unit so parents can hang it somewhere visible and practice it with them as well.

As you can see by the verse displayed, I type the verse out and add pictures whenever possible to the words for those kids who are not yet reading. This takes some thought and time searching Google images, but I think it is well worth the time and effort to help each of them learn their verse in the best way they know how.

Lastly, I have story sticks. Story sticks are basically complete Bible stories broken down into parts with pictures on cards. The cards are then printed on cardstock, cut out, laminated, and Velcro's to a paint stirring stick (free at most home improvement or paint supplies stores). The size of the paint stirrer depends on the size of your story! Two great places for the cards can be found here and here. For more information on making the sticks, visit this site. You can use these the way you do the flannel boards when you tell the Bible story or let the kids use them to practice re-telling them. I do recommend numbering the backs of the cards for each story in order so the kids can easily take them off and put them back on themselves if they stumble with remembering the story's sequence.

I have the Ten Commandments, the days of creation, Adam and Eve, Joshua and Caleb, Noah's ark, Moses, Joseph, and Jesus' birth. I have more I would like to make at some point, but these are ones that I found the stories to already on sequencing cards by searching Pinterest and so these were the easiest to make. The other stories I will have to find the individual pictures, make the cards, and add the text to them.

As you can see, I store the sticks in a clear plastic garbage pail I picked up from WalMart with a label I made in Word taped to the front. Nothing fancy!

And that's it! Though I am sure that those are not really the only teaching aids out there. These are just the ones I currently use. I add and implement more as I find or learn about them. Keeps it fresh and exciting for the kids that way too!