Specialized Instruction
- STEM CONNECT/Skill-Based Autism Classrooms
- Student Impact
- STEM Journal Exemplars
- Student Engagement
- Community Partners
STEM CONNECT/Skill-Based Autism Classrooms
This year, our CONNECT/SBA and skill-based autism classrooms are engaging in hands-on STEM experiences designed to build functional skills, independence, and problem-solving through sensory-rich exploration. Students are learning to use real-world tools and materials while developing an understanding of basic engineering and construction concepts in structured, supportive environments. Through activities such as building with child-safe hammers, blocks, golf tees, and interactive busy boards, students explore cause and effect, stability, balance, and sequencing in meaningful and accessible ways.
Our classrooms emphasize the use of visual supports, modeled instruction, and clearly defined STEM stations to help students navigate multi-step tasks and build confidence. Students rotate through activities at their own pace, allowing for individualized learning while strengthening fine motor skills, hand-eye coordination, and motor planning. Busy boards featuring latches, switches, gears, and locks provide additional opportunities to practice everyday functional movements while engaging in critical thinking and problem-solving.
In collaboration with general education peers, students also participate in inclusive STEM projects such as designing and building sensory boards. Through these experiences, students engage in the engineering design process, planning, creating, testing, and refining, while working collaboratively in mixed groups. These opportunities foster communication, teamwork, and social connection, as students design with the needs of others in mind.
Student Impact
Throughout these STEM experiences, students have demonstrated growth in both academic and functional skill areas. By engaging in hands-on construction tasks and sensory-based problem-solving activities, students are strengthening fine motor development, spatial reasoning, and the ability to complete multi-step processes. They are becoming more confident in using tools, making choices, and working independently within structured routines.
Students are also developing critical thinking skills as they explore cause-and-effect relationships, experiment with materials, and adjust their approaches during building tasks. The integration of visual supports and repeated practice has allowed students to generalize skills across activities, increasing both competence and independence.
Equally important, these experiences are fostering meaningful social engagement. Through collaborative projects and shared STEM stations, students are practicing communication, turn-taking, and peer interaction in authentic contexts. The inclusive nature of activities like sensory board design encourages empathy and perspective-taking, as students consider how their creations will support others.
Many students are beginning to transfer these skills beyond the classroom, demonstrating improved problem-solving, persistence, and independence in daily routines. By the end of these experiences, students are not only developing foundational STEM skills but are also building confidence as capable learners who can explore, create, and engage with the world around them.
STEM Journal Exemplars
Student Engagement
Students showed high levels of engagement as they interacted with hands-on materials and sensory-based STEM tasks. The combination of familiar tools and new exploratory activities helped maintain interest while supporting comfort and confidence. Rotating through structured stations allowed students to remain actively involved, while the interactive nature of busy boards and construction tasks encouraged sustained focus and participation.
Students were particularly motivated by opportunities to manipulate tools, experiment with materials, and see immediate results from their actions. Collaborative experiences with peers further increased engagement, as students were eager to share ideas, assist one another, and contribute to group projects.
Construction
The student participated in a STEM-based fine motor activity that involved using a plastic hammer to tap a golf tee into a firm foam surface. With visual supports provided through symbol stick visuals, the student was able to follow the task structure and remain engaged. The student independently used their communication device to request “hammer,” demonstrating purposeful communication during the activity. Hand-over-hand or minimal prompting supported successful participation, and the student showed emerging coordination and focus while completing the task. Overall, the student demonstrated progress in functional communication, visual engagement, and motor skill development.
Sensory Board
The students participated in an inclusive STEM activity using sensory boards that were collaboratively created by general education 5th graders in a construction class. With the support of symbol stick visuals, the students were able to engage with the different textures and components of the sensory boards and follow the structure of the activity. The students used their communication devices to request items, comment, and interact with peers, demonstrating purposeful communication. With minimal prompting, the students explored the materials alongside peer buddies, promoting social interaction and shared engagement. The general education students showed enthusiasm and enjoyment while playing and interacting, fostering a positive and inclusive environment. Overall, the students demonstrated progress in functional communication, social participation, sensory exploration, and engagement with peers.
Pumpkin Volcano
The students participated in a hands-on STEM activity where they created a pumpkin volcano. They followed structured visual step-by-step instructions to support comprehension and independence throughout the experiment. With guidance, the students measured and mixed the ingredients, observing how the combination created a fizzy chemical reaction inside the pumpkin.
This activity encouraged students to practice sequencing, following directions, and basic science concepts such as cause and effect. The visual supports and small group setting helped promote engagement, communication, and collaboration among peers. Students were able to make predictions, observe changes, and describe what they saw as the pumpkin “erupted.”
Additionally, the experiment supported sensory exploration in a controlled and engaging way, allowing students to experience textures, smells, and visual reactions. Teachers provided prompts and reinforcement as needed to help students stay on task and participate successfully.
STEMSGiving Parade
The student participated in a STEM-themed “STEMsgiving Parade” activity that involved creating a wearable turkey using cardboard materials. The students were able to follow the steps of the activity, including selecting materials and assisting with assembling the turkey shape. With guidance and prompting as needed, the student engaged in cutting, placing, and decorating, showing developing fine motor skills and creativity.
Construction Grant
The student participated in a structured fine motor activity focused on learning how to screw and unscrew objects. With the support of symbol stick visuals, the student was able to follow the sequence of the task and remain engaged. The student used their communication device to request or label materials during the activity, demonstrating purposeful communication. With minimal prompting, the student practiced turning the object to secure it in place, showing developing hand strength, coordination, and problem-solving skills.
Busy Boards
The student participated in a structured fine motor activity using a busy board with various fasteners and manipulatives. With the support of symbol stick visuals, the student was able to engage with the different components of the board and follow the activity routine. The student used their communication device to request or label items during the activity, demonstrating intentional communication. With minimal prompting, the student explored and manipulated the features of the busy board, showing developing hand strength, coordination, and attention to task. Overall, the student demonstrated progress in functional communication, engagement, and fine motor skill development.
Stations for Building
The students participated in regularly scheduled STEM activities that incorporated a mix of familiar and new materials. With the support of symbol stick visuals, the students were able to follow established routines and engage more confidently in each session. The use of consistent items helped build familiarity and independence, while the introduction of new materials encouraged exploration and skill development. The students used their communication devices to request items, and make choices demonstrating purposeful communication. With minimal prompting, the students remained engaged and showed increasing comfort with both repeated and novel tasks. Overall, this structured approach supported student success by promoting functional communication, task engagement, adaptability, and confidence.
Rubber Band Guitar
The CONNECT/SBA specialized autism classroom conducted a sensory-based STEM activity where students designed and built rubber band guitars using everyday materials like boxes and rubber bands. This hands-on project allowed students to explore sound, vibration, pitch, and volume, fostering an understanding of cause and effect. Key aspects of the activity included: SkillDevelopment: Students practiced fine motor skills, hand-eye coordination, and motor planning while stretching rubber bands. Sensory and STEM Learning: The activity provided a sensory-friendly environment that encouraged experimentation with tension and size to alter sounds, promoting creativity and problem-solving. Supportive Environment: Structured, individualized workstations with visual prompts and modeled demonstrations enabled students to work at their own pace. Social Interaction: Students engaged in communication and collaboration by requesting materials and sharing their instruments with peers and adults. Overall, the rubber band guitar project was a highly engaging, structured, and sensory-friendly experience that supported both academic and functional skills development.
Community Partners
Ms. Reynolds
The STEM teacher, Ms. Reynolds, has consistently collaborated with the three CONNECT teachers to support student learning and engagement. She partnered with Ms. Kassalen to successfully secure the Construction Grant, which provided valuable resources for hands-on learning opportunities. Through this collaboration, her classes designed and built sensory boards specifically for our students, promoting both inclusion and meaningful peer interaction. Ms. Reynolds has been instrumental in supporting instructional ideas, adapting activities to meet diverse learning needs, and ensuring accessibility for all students. She is a strong advocate for our students, consistently working to create engaging, inclusive, and developmentally appropriate STEM experiences that foster communication, independence, and skill development.
Building Bridges
Whitlow STEM and Special Needs Peers Join Forces
Ms. Michelle Reynolds, the Construction Ready Elementary Construction Teacher of the Year, is proving that the most powerful lessons happen when kids build something together and that construction readiness starts with empathy.