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20 Task Box Resources To Use In Your Classroom or Home

Task boxes (also known as work boxes) are structured work systems created by Division TEACCH t the University of North Carolina Chapel Hill. This system allows the student to work independently on a task for a specific time in a supportive environment.  Task boxes are now used for students with a variety of disabilities including students required pervasive levels of support.

There are 3 types of task boxes: stacking- Helps with eye-hand coordination and fine motor skills; sorting- may break activities by size, color, texture, shape and flavor and fine motor- strengthens the smaller movement in the wrists, hands and fingers.

The following sites include information on how to set up a task box system in your classroom or in your home.

How I Set Up My Task Box System ( Delightfully Dedicated)

How to Set Up An Independent Workbox (Breezy Special Ed)

How to Start a Task Box System (Autism Adventures)

Task Box Set Up- (Autism Adventures)

Websites that will give you ideas on creating task boxes, and the material needed.

Autism Classroom Workbox System (Teaching Special Thinkers)

Fine Motor Morning Work Bins (Differentiated Kindergarten)

Assembly Work Task (Autism Classroom News and Resources)

Free Math Printable Task Box for Special Education ( My Creative Inclusion)

Higher Level Academics in Task Boxes (Mrs. P’s Specialties)

How I Use Workboxes in My Classroom (Creating and Teaching)

Pre-Vocational Work Boxes (SPED Adventures)

Quick and Easy Task Box Ideas (Little Miss Kim’s Class)

Task Boxes: A Hands On Approach to Life Skills (Therablog)

Task Boxes for Autistic Children (Love to Know)

Structured Work Boxes (University of Mary Washington)

Ways to Up the Ante in Your Work Task System (The Autism Vault)

Winter Task Boxes (You Aut-aKnow)

Work Boxes in Autism Classrooms (Noodle Nook)

Work Box Task Ideas (The Autism Helper)

Work Task (Breezy Special Ed)

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Special Educator Academy

Free resources, simple task boxes for special education: easy to make and use.

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Put-in tasks are simple task boxes that are a basic starting point for students in special education who have limited or no ability to work independently. They are the perfect place to start for students just beginning in independent work systems. This particular task is the most basic because it is self-contained, so the student does not need to organize any materials. And even better, it’s pretty easy to make with no need for laminating or Velcro. Plus, there is no special equipment; you’ll find the materials around your house or classroom most of the time.

Independent Work Inspiration: Material List

• Shoebox –cardboard is easiest, but you can use plastic boxes if you have tools to cut through it.
• Spare playing cards -these are pretty easy to find around my house as the extra decks that are unusable because they are missing card
• Box cutter or tools to cut cardboard or plastic
• Plastic container to hold the cards on the box
• Contact paper to cover the box (optional–as you’ll see in the video below)

Simple Task Boxes for Putting in Cards: Who Are They For?

These simple task boxes can be used by any ages. They are most useful for your students who don’t yet have skills to work independently. Students simply pull the task to them, pick up the cards, and put them through the slot. There are no materials to organize or worry about. You can adjust the difficulty by the number of cards you put in the task for them to put through the slot.

Simple Task Box Putting in Cards Video Tutorial

Making These Simple Task Boxes

This shoebox task is easy to make with a cardboard shoebox. If you make it from a plastic shoebox, it will likely be more durable. But it will be harder to cut and the edges will need to be cushioned so as not to be too sharp for the student. This type of shoebox task is great for students just starting out in independent work because they don’t need to organize any materials. The materials are all self-contained.

As you can see in the video, you can choose to cover the shoebox with contact paper or not. In the pictures you see that I did. This makes more attractive, but it also makes the task less distracting for the student. And it makes it easier to clean, since contact paper is usually easy to wipe down with a damp cloth.

Tips for Making Simple Task Boxes with Playing Cards

In the picture above, you can see the steps. When you cover the box, make sure you cover the lid separately so the box still opens. That way you can retrieve the cards when the task is complete. After I covered the box in contact paper, I cut a slit in the top slightly wider than the width of the playing cards.

Then, I put 2 strips of Velcro on the top of the box next to the slit. Next I put the matching Velcro strips on the back of a photo box container. This isn’t shown in the video. This allows me to attach the card box to the top of the shoebox so there are no moveable pieces other than the cards. It fits on as you see in #3 above. However, as you saw in the video, and in #4, you could have the cards in a separate bin just as easily. Putting them on the shoebox just makes the task a bit easier for the student since there are fewer pieces.

Need more ideas for task boxes? Check out the resources below.

More workbasket wednesday resources.

Looking for more ideas on special education work boxes or work systems and how they can be used?  Check out the links in Resources below for more posts.  And, I wrote about a book about them!  

Buy from Future Horizons here

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GET ALL THE VISUALS AND ORGANIZATIONAL TOOLS YOU NEED to start independent work in your classroom.

These kits include an e-book with directions on setting up independent work systems and using the materials included, data sheets for tracking progress, visuals for the special education work boxes and schedules, what’s next visuals, and mastery sheets to keep track of which students have mastered which task. 

• Read more about: IWInspiration , Task Boxes Independent Work Systems

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Task Boxes for SpEd

If you are teaching students in special education, you’re probably looking for activities to address pre-vocational skills that incorporate TEACCH® Autism Program techniques for low-skilled students and those nearly job ready. Here are some simple ideas and even free printable task boxes for SpEd and Autism classrooms.

I love making vocational activities with things from the dollar store. On a teacher’s budget, being cheap and easy is Win-Win! You can read more about those here .

Sometimes, though, I don’t want all the bulk and expense of those bigger workbox activities. I need task boxes for SpEd students that are simple and printable. Plus, I want to control the cost and keep storage space to a minimum. What I have also found that printable activities are a little more flexible and I can meet the needs of lots of students from pre-vocational to nearly job ready. When that happens, I bust out these themed printable task boxes. I also love the monthly themes that let me keep things fresh in the classroom.

5 Types of Task Box Activities

When it comes to types of task boxes in SpEd vocational training classrooms, there are a few different types. These are beyond the sets you see online that target reading, math, or money. These skills specifically support job training and work skill development for students in special education or Autism classrooms.

Simple Errorless Task Boxes

If you are a SpEd Teacher, then you have students at all skill levels. You need something to meet everyone where they are at and move them forward. 

Simple and errorless activities, like a put in or put on task, helps students work on Pre-Vocational Skills while they build towards more challenging work tasks. Tasks like this make it easy to work on things like compliance, work behaviors, and learning a work system. That’s why errorless learning is a great tool in a sped vocational training classroom!

Matching Task Boxes

In most special education classes, the bulk of activities will target this skill. Most special education students are working on classifying items by their attributes. Pairing visual supports with matching activities support classification skills development.

Matching activities can take several different formats. I like setting up matching activities as file folder activities with a couple of different options. Sometimes students are matching color images to color images and sometimes to B&W images. This is just to help make students more flexible in their attributes. Sometimes I like students to match pictures and words to target reading or English skills. Sometimes I like to match words in lower case to upper case since I have had several students over the years who struggled with it.

As you can see, multiple needs can be targeted with matching activities!

Sorting Task Boxes

Sorting also builds on a student’s ability to classify items based on their attributes. I love to set up a couple of different options when I make sorting tasks. I like ones where students match like items and different items.

A great example is sorting of sorting like items is sorting snowflakes. An example of different items would be sorting items at a movie theater. Both skills are ‘sorting’ but require a different level of classification from the student.

Assembly Task Boxes

More and more jobs on the market today depend on employees being able to follow a repeated multi-step process. This demand is part of why I love making assembly activities for my SpEd students as part of job training.

Assembly tasks are easily made more difficult by layering soft skills to make a more rounded vocational program. A student can be provided with a visual for support (which I always provide since so many of my students have Autism). It’s amazing how well some of my students are able to perform this more challenging task when they have a good visual and work system.

Order Fulfillment Work Tasks

The other day at the grocery store, the aisles were packed. They were packed with workers doing order fulfillment. That makes order fulfillment activities a must-have in ANY vocational training classroom.

When I put together order fulfillment work tasks, I like to make sure there is an option for non-readers as well as students who are more advanced. We need more rigorous multi-faceted activities to improve work stamina, manage several steps in a task, and target attention to detail.

How to Set Up Task Boxes

As I mentioned, I love complex task boxes with materials from the local dollar store ( read more here ). When using these work boxes, and because I can target students from ‘low-functioning’ to advanced, the power is in the printability!

To prep these task boxes, you’ll need the following:

• Cardstock Paper
• Color Printer
• Lamination Pouches
• Laminating Machine
• Paper Cutter or Scissors
• Plastic Shoe box or Ziploc Baggies

To start, please know I don’t want you to take out a second mortgage on your house to afford lamination pouches. I stopped laminating everything (*Gasp*) a few years ago when I realized it was cheaper to print extra copies. Ink is so much more affordable and my Epson EcoTank never runs out of ink.

With that in mind, most of my sorting and all of my assembly & order fulfillment tasks are lamination free. I only laminate what I know will be in the hands of students hell bend on destruction. Otherwise, respecting materials is part of vocational training! On top of that, I swap out activities every month to keep things fresh in a setting where repetition is key. Because I swap these out frequently, printing on card stock is best most of the time.

Prepping Your Task Boxes

Prepping these materials is easy. Print the activities you need in color. You may need multiple sets of certain activities to meet the needs of your students. Cut the activities and laminate what you think is necessary. Store each activity in a plastic baggie or shoe box container.

Because these are printable activities and the pieces are not bulky, I find I can store the entire month’s worth of activities in a larger container or 2.5-gallon Ziploc Baggie. I love that these task box activities store easily!

At the end of the month, look over the pieces and reprint what you need to so your set is complete before the next time you bust them out.

Taking Data on Task Boxes

I love a simple data sheet. The one included lets you track the completion of multiple activities for the entire class on one sheet.

Students can be assigned based on IEP goals or on every task they do… that is up to you. There is room for notes if you need to make them. As a bonus, the put-in tasks let you record the level of support so you can see how much progress even your slowest students are progressing.

Start TODAY!

You can see how easy it is to get task boxes for SpEd vocational training classes up and running. Obviously, the differentiated activities meet the needs of nearly all the students in your classroom. With all that in mind, what is stopping you?

Click HERE to see all the themed activities available. If you want to try out a few of the work tasks, download the FREEBIE that is a part of the bundle and try it out in your vocational training class today!

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Task Boxes for Special Education: Download a Set of Fun and Free Fall Task Boxes

Today, I want to talk to you about a powerful and engaging tool that has proven to be incredibly effective in teaching and inspiring young children with special needs: task boxes. Task boxes for special education are a fascinating way to deliver essential skills.

As an expert in elementary special education with 15 years of experience, I have seen first hand how task boxes can make a remarkable difference in the learning journey of our students.

So, let’s dive into the world of task boxes and discover how they can create a fun and exciting learning experience for our children with special needs.

Target a wide variety of skills with these work task boxes. Read all about some fun and free task box ideas, if you’re looking for social emotional learning activities to add to your curriculum, I’ve also got you covered!

What are Task Boxes?

If you’re not familiar with task boxes, don’t worry—I’m here to help. Task boxes are sets of activities, puzzles, or learning tasks that are carefully designed to target specific skills and concepts. 

They are typically presented in small, portable containers or bins, which makes them ideal for independent work or as part of a structured work system.

Each task box focuses on a particular learning objective, allowing students to practice and reinforce their skills in a controlled and repetitive manner.

These activities can cover a wide range of subjects, from basic math and language arts to fine motor skills and sensory exploration. 

The versatility of task boxes makes them a perfect fit for students with diverse learning needs and preferences.

As special education teachers, we are always on the lookout for innovative and effective ways to engage our students and help them develop essential skills.

Get these 9 SETS at the end of this post.

Task boxes, also known as task cards or work boxes, have proven to be a great addition to any special education classroom. 

These carefully crafted activities target basic skills and align with IEP goals, making them an excellent tool for promoting independent skills and errorless learning.

Task boxes, often stored in plastic boxes or bins, consist of a wide variety of activities that cover different subjects and skill levels.

These boxes are designed to provide students with opportunities for extra practice, allowing them to learn and reinforce new skills at their own pace. 

Task boxes can be used individually, in small groups, or as independent work tasks, making them suitable for both self-contained classrooms and inclusive settings.

Introducing The Task Box Library

Are you looking for a comprehensive and cost-effective solution to enhance your special education classroom or home learning environment?

Look no further! The Task Box Library Monthly Membership by Nikki over at Teaching Autism, offers an incredible opportunity to unlock a whole library of task boxes and enrich your teaching repertoire throughout the entire year.

I would highly recommend this offer if you are in special education. It will literally save you TONS of time and money throughout the year. 

What are the features?

Early Bird Annual Fee of $85:  We understand the importance of budget-friendly resources for educators and parents alike. That’s why we’re excited to offer an exclusive early bird annual fee of just $85 for our membership.

This incredible value grants you access to an extensive collection of over 200 task box cards at your fingertips!

Unlock a Whole Library of Task Boxes:  Imagine having access to an ever-expanding library of engaging and skill-focused task boxes, all designed to cater to the unique needs of your special education students.

Nikki’s Task Box Library covers a wide range of subjects, including fine motor skills, basic concepts, language arts, math, sensory exploration, and much more.

Say goodbye to searching for individual resources; our membership gives you all the task boxes you need in one convenient place.

Use Throughout the Entire Year:  With our Task Box Library Monthly Membership, your access to the vast array of task boxes is not limited to a specific timeframe.

You’ll have the freedom to use these resources throughout the entire year, allowing you to plan your lessons, rotations, and activities with ease and flexibility.

Whether it’s for in-classroom instruction, independent work stations, or home learning, our task boxes are the perfect companion for year-round engagement and skill development.

Why Choose The Task Box Library Monthly Membership:

• Save Time and Money:  As a special education teacher or parent, time is precious. Our membership simplifies your teaching planning and preparation, enabling you to focus more on your students’ individual needs.
• Access to Over 200 Task Box Cards:  Our extensive collection of task box cards covers a broad spectrum of skills and subjects, ensuring that you have resources for all learning levels.
• Diverse Learning Opportunities:  The variety of task boxes allows you to tailor your instruction to each student’s unique strengths and challenges, providing a personalized learning experience.
• Support for the Entire Year:  No more worries about finding new resources every month. With our membership, you have access to task boxes that can be used seamlessly throughout the entire academic year.
• Ideal for Teachers and Parents:  Whether you’re a special education teacher looking to enhance your classroom or a parent eager to support your child’s learning at home, our Task Box Library Monthly Membership is the perfect fit.

Join The Task Box Library Monthly Membership Offer today and discover a wealth of engaging and effective resources that will elevate your teaching and inspire your students’ learning journey. 

Unlock the potential of over 200 task box cards and watch as your special education students thrive!

Visit The Ultimate Task Box Library by Teaching Autism here to sign up now and take advantage of our limited-time early bird annual fee of $85.

Don’t miss out on this incredible opportunity to revolutionize your teaching with The Task Box Library!

Why are task boxes beneficial?

Task boxes have such a great place in special education and any classroom, I even use these with my ESL kids. 

Promoting Independent Skills

One of the main goals in special education is to foster independence in our students.

Task boxes play a crucial role in achieving this objective by providing opportunities for independent work.

As students progress through each task, they gain confidence and a sense of accomplishment, leading to a higher level of self-reliance.

Implementing the Task Box System

To effectively integrate task boxes into our special education classrooms, we can establish a well-organized task box system. 

If you’re looking for some FREE task boxes that you can get your hands on before you dip your feet into the fun world of task boxes. Check out these FREE task boxes from Nikki @ Teaching Autsim.

Math task boxes for special education

Here are some great ideas to get started:

• IEP Work Bins:  Customize task boxes to align with individual IEP goals. This approach ensures that each student’s unique learning needs are met while promoting skill development.
• Visual Supports:  Use visual supports like picture schedules or step-by-step guides to help students navigate through task boxes independently. Visual aids provide clear instructions and help minimize frustration.
• Task Box Bundle:  Create task box bundles that target different areas of learning and offer a wide range of skills. A diverse selection caters to the varying abilities and interests of our students.

Fall-Themed Task Box

As a special education teacher and blogger, I recently curated a fall-themed task box bundle that I am excited to share with you.

Introducing the “Fall Task Box,” a collection of engaging and age-appropriate activities designed to improve fine motor skills and are a great way to explore the beauty of autumn.

The Fall Task Box includes activities such as using pipe cleaners to create leaf patterns, matching fall-themed popsicle stick puzzles, and sorting acorns by color.

These hands-on tasks provide sensory input and promote fine motor development in a fun and interactive way.

Download your free set below:

To make your journey into the world of task boxes even more exciting, I have prepared a set of fun and free fall-themed task boxes for you to download.

Fall Themed Task Boxes for Special Education

Signup to get this printable pack sent right to your inbox!

These task boxes are designed to align with common special education learning objectives, and they feature captivating autumn-themed images and activities that will surely delight your young learners.

Just visit     to access this fantastic resource. Remember to print and prepare the task boxes with care, and get ready to witness the joy on your students’ faces as they embark on these engaging learning adventures.

In conclusion, task boxes are an invaluable tool for teaching and inspiring young children with special needs.

Their ability to engage, motivate, and accommodate various learning styles makes them an essential addition to any special education setting.

By using task boxes in independent work stations and following successful system ideas, we can create a meaningful and enjoyable learning experience for our students.

Thank you for joining me today as we explored the world of task boxes in special education.

Let’s continue to embrace creativity, fun, and individualized learning to empower our students to reach their full potential.

Implementing Task Boxes in Independent Work Stations

Task boxes are a great fit for independent work stations, which are essential components of any special education classroom. When setting up independent work stations, consider the following:

• Specific Times:  Allocate dedicated periods throughout the day for independent work. This routine fosters a sense of predictability and allows students to focus on the task at hand.
• Task Box Rotations:  Regularly rotate the activities in independent work stations, introducing new skills and challenges while ensuring variety.
• Higher-Level Tasks:  For students who have mastered basic skills, introduce more complex tasks within the task boxes. This keeps them engaged and promotes continuous growth.
• Small Groups:  Occasionally, have students work collaboratively on task boxes. This encourages peer interaction and cooperation, creating a positive social learning environment.

Task boxes are a powerful tool for promoting independent learning and enhancing fine motor skills in special education students. 

By integrating these fun and engaging activities into our classrooms, we provide students with opportunities to learn and grow while fostering independence and confidence.

As special education teachers, let’s continue to explore different ways to use task boxes effectively and tailor them to meet the unique needs of our students. 

Whether in self-contained classrooms, inclusive settings, or independent centers, task boxes have proven to be a valuable resource for helping our young learners succeed.

Remember, the journey of skill development is a marathon, not a sprint. Through task boxes and other innovative approaches, we can create a supportive and enriching environment that empowers our students to thrive.

So, let’s embrace the power of task boxes and watch our students flourish!

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Free printable to elevate your AI game 🤖

Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress. ADVERTISEMENT

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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5 Must-Have Checklists for Special Educators

Daily Tasks Checklist

Prioritizing what you need to get done each day is important. Just because it’s on a list doesn’t mean it’s going to be finished in a day, but using a daily task checklist will help you focus on the must-do tasks for each day. Staying focused on the most important tasks help you meet the needs of your learners without getting distracted by things that can come later (like decorating your classroom or updating lessons for next year). There is nothing like checking “done” on that daily checklist!

Always Something to Do Notes List

Beginning of the Year Checklist

There is so much to do when the school year starts! It’s easy to forget things you have to get done, teachers you have to meet with, and normal school building tasks outside your caseload paperwork. Use a beginning of the year checklist to make sure you don’t forget to complete any needed tasks. Save this one for July or August to get started before your students arrive!

Teacher Assistant Task List

If you are lucky enough to have a teacher assistant or para-educator in your room, make sure you are utilizing them to their full potential. Share the tasks you need help with on this simple teacher assistant task list . Depending on your assistant’s building role, tasks might include administrative items like making copies or laminating materials. In addition, your TA may help with student needs. Perhaps, they will assist a student with their physical, academic, or emotional needs in class while you are working with other students. Unless your assistant is attached to a specific student per the student’s IEP, your TA can work with multiple students in the class. Make sure to ask your assistant what they feel comfortable with. Utilizing their strengths when it comes to assigning them tasks will make the class run smoother for all of you!

Teacher Work Day Task List

If you are anything like me, a work day can be quickly filled with socialization and off-task behaviors. You may not have a lot of time to talk to your co-workers on a regular school day. A longer lunch and some chatting is inevitable. You can still have the social time and still get important tasks accomplished by making a teacher work day task list . Prioritize the most important things you need to get finished on your work day.

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7 Special Education Task Box Ideas

• Task Boxes , Independent Work Systems , Academics

Special Education Task Box Ideas

Are you using task boxes in your special education classroom yet? If not, what are you waiting for?! There are a ton of reasons why you should use task boxes in your classroom. Students gain proprioceptive feedback while learning new skills. Plus, task boxes are fun and engaging and keep kids wanting to learn and practice skills over and over again.

My favorite way to use task boxes is during independent work stations . Does it seem overwhelming to come up with ideas to create enough tasks to rotate through? That's where I have you covered! Below, I've listed 7 special education task box ideas with links to each to print and make your own!

You can even grab 4 FREE TASK BOXES RIGHT HERE TO TRY FIRST!

1. Life Skills Task Boxes

If you've been around for long, you know how much I believe in teaching my students true life skills . I believe this whether they are in elementary or high school . Creating task boxes based around life skills is totally a win-win. Students get set practice time to practice the life skills that they need, plus you can incorporate life skills into independent work systems this way. Some examples of life skills task boxes might be: reading environmental print, safety community signs, household vocabulary, practice with money, and choosing what to wear for the appropriate weather.

GRAB THE LIFE SKILLS TASK BOXES HERE!

2. ELA Task Boxes

I love incorporating ELA task boxes into small groups or our independent work stations during the day. This way, students can get extra practice on the new reading skills that we are learning. Independent centers promote stamina, decrease prompt dependence, and increase problem-solving. ELA task boxes help students work on skills such as main idea, comprehension, sequencing, vocabulary, CVC words, rhyming character traits and SO MUCH MORE!

GRAB THE ELA TASK BOXES HERE!

3. Math Task Boxes

These math task boxes can be used all year and have a variety of skills (32 skills to be exact) , depending on your students' IEP goals . Some skills that these contain are counting to 20, more or less, addition, subtraction, tracing numbers, telling time, counting coins and patterns, just to name a FEW! Try a FREE sample math task box here!

GRAB THE MATH TASK BOXES HERE!

4. Science Task Boxes

Continue the academic feel with your task boxes and get creative with some science-themed tasks ! Your students can have fun with magnets, recycling, the five senses, plants, animals, and weather just to name a few topics.

GRAB THE SCIENCE TASK BOXES HERE!

5. Social Studies Task Boxes

Incorporating social studies topics is another great idea for task boxes. This can include topics such as community helpers, government, using a map, and directions. I love using these during small group time to make sure that we are discussing social studies in my classroom but in a fun and engaging way.

GRAB THE SOCIAL STUDIES TASK BOXES HERE!

6. Errorless Task Boxes

Errorless tasks are a big hit in my room. They help to build student confidence, while still working on independent skills during independent work stations . Not sure what errorless learning is or why it's beneficial? Check out this post all about errorless learning. There are 5 different ways that I use errorless learning in my classroom. Task boxes are one of the ways! Here's a FREE sample!

GRAB THE ERRORLESS TASK BOXES HERE!

7. Matching Task Boxes

The final type of task box I want to chat about is just simple matching task boxes. This is such a great skill for our students to know. It's one of the best ways to use a task box in an independent work center because students can be pretty self-sufficient with knowing what to do. Have students match different vocabulary items that you are focusing on or have it be a holiday theme. The ones that I use focus on matching items such as fruit, vegetables, animals, clothing, and body parts.

GRAB THE MATCHING TASK BOXES HERE!

WANT ALL THE ACADEMIC TASK BOXES ABOVE?

Grab the bundle here.

I am a High School, self-contained Autism teacher from Central New York, who is passionate about individualizing student learning. I am a mommy of three, lover of all things Disney, married to my best friend and addicted to chocolate!! I hope that you find great ideas and inspiration here, so welcome!!

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Physical boxes will be shipped out on the first week of each month.  If you purchase on the 2nd, your first box will not arrive until the next month.  I.e. If you start your subscription January 15, your first box will arrive in February. All subscriptions will receive immediate access to digital files.  

Subscriptions are set to renew on the 1st of each month unless you opt for the annual plan.

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Seasonal & holiday, life skills.

What Is Task Analysis in Special Education?

Have you ever had difficulty doing a task that others thought was straightforward? Perhaps you had problems tying your shoes or writing simple sentences—some children in special education deal with these challenges regularly. However, task analysis is a helpful tool for teachers and other adults to help students. Students can succeed and develop their talents by breaking down challenging tasks into smaller, more manageable steps. In this blog post, we’ll examine the benefits of task analysis in special education and provide some sound ideas for implementing it in the classroom. So grab a seat and get ready to learn what task analysis is in special education and how task analysis could help all students reach their full potential!

What is Task Analysis in Special Education?

I’ll go into more detail about task analysis in education and how it’s applied to special education .

As a teaching strategy, task analysis entails dissecting difficult activities into simpler, more doable pieces. As it enables children who struggle with executive functioning , attention, and other learning challenges to learn and complete activities successfully, it is a widely utilized instructional method in special education.

When a teacher or therapist uses task analysis, they determine the task’s ultimate objective and then examine each step necessary to achieve that result. To better understand and identify problematic behaviors and their functions, they might conduct a Functional Behavior Assessment . For the student to use as a reference while working on the assignment, they can make a written or visual list of these steps. This list might assist the student in keeping track of their progress and self-evaluate their work.

For several reasons, task analysis is advantageous for special education pupils. First, it assists pupils in breaking down difficult activities into smaller, easier-to-follow steps, which lessens emotions of frustration and overwhelm. Students can more readily comprehend and finish the assignment by concentrating on one step at a time. Task analysis also encourages independence and self-confidence, allowing pupils to complete more tasks independently.

Task analysis can be utilized in various educational contexts, including academic tasks like writing a paragraph or solving a math problem, social skills like making eye contact or asking for help, and self-care chores like taking care of oneself (dressing or preparing a meal). In many cases, teachers may use task boxes for special education to facilitate this learning.

Overall, task analysis is a useful tool for special education instructors and caregivers to assist students to develop their skills and succeed in all facets of life. It aligns with the principles of Universal Design for Learning , which emphasize the customization of teaching to individual learning needs.

Importance of Task Analysis in Education

Task analysis is an essential tool for teachers and students since it enables pupils to divide difficult activities into smaller, easier-to-manage parts. Several factors make task analysis crucial in education, including the following:

• Reduces Overwhelming and Frustration: Complex tasks frequently feel overwhelming and stressful for kids with learning disabilities. These tasks are broken down into smaller, more manageable parts using task analysis, which lessens these sentiments and enables pupils to concentrate on one step at a time.
• Enhances Understanding: By breaking down a task into its parts, pupils can better comprehend what is expected. An improvement in confidence and motivation might result from this understanding.
• Enhances Independence: Students’ self-esteem is raised, and independence is encouraged when they can perform activities alone. Students can develop the abilities they need to succeed by using task analysis. According to the American Psychological Association , fostering independence is key to promoting self-confidence and personal growth in students.
• Gives Students a Clear Plan: Students have a clear plan to follow when given a written or visual list of the steps necessary to finish a task. They can use this plan to self-monitor their work and remind them of their progress.
• Task analysis is adaptable and can be changed to fit the needs of each student. To help students more effectively accomplish their goals, educators might modify the steps based on their strengths and shortcomings.

Task analysis is an evidence-based method that has been proven successful in assisting children with learning issues to succeed in addition to these advantages. By utilizing this tool in the classroom, teachers may give their pupils the assistance and direction they require to reach their greatest potential.

How Do You Write a Task Analysis for Special Education?

Several important steps should be considered when drafting a task analysis for special education. Task Analysis steps are as follows:

• Identify the Task: Decide the task you wish to investigate. Depending on the student’s needs, this could be an academic task, a social skill, or a self-care task.
• Break down the work into smaller, easier-to-manage steps once the work has been determined. Consider the steps necessary to finish the work successfully. For instance, the instructions for tying a shoe might say to “take the laces and make an X,” “cross one lace over the other,” “tuck the lace underneath the other,” and other such things.
• After determining the stages, arrange them in the sequence they must be carried out. Make sure that each step is required and builds on the one before it by considering the logical order of the steps.
• Make it Visual: Use images to make the task analysis easier for the student to understand. This can entail listing the processes in writing or using images or a flowchart, or another visual aid to depict the steps.
• Practice with the student while watching them, using the task analysis as a guide. Follow their development and offer advice as required. Consider simplifying a step or offering more assistance if the student struggles.

These stages will help you build a task analysis tailored to the student’s needs and offer a clear strategy for success. Always be patient and adaptable, and modify the task analysis as necessary to meet the needs of each learner.

Click on the link to view an example of writing a task analysis. [Task Analysis in Special Education ppt]

Task Analysis Examples

Here are a few instances of task analysis in education and examples of action in the classroom:

Writing in Paragraph: Writing can be difficult for many pupils, especially those in special education. Task analysis can divide The writing process into simpler, more manageable parts. Choose a topic, brainstorm ideas, make an outline, write a draft, rewrite and edit, and proofread, for instance, could be the processes in writing a paragraph.

Solving a Math Problem: Some children find math to be a challenging subject. By dividing the problem-solving process into manageable parts, task analysis can assist in making it more approachable. To solve a math problem, for instance, you might follow these steps: read the problem, figure out what you’re solving for, pick a method, solve the problem, and then verify your result.

Developing Social Skills: Task analysis is also beneficial for developing social skills. To develop eye contact, for instance, a student might “stand or sit facing the individual,” “look at their eyes,” “remain to gaze for a few seconds,” “look away briefly,” and “repeat.”

Self-Care Tasks: Special education students could also require assistance with self-care activities like dressing or meal preparation. These jobs can be easier to manage if they are divided into smaller phases through task analysis. For instance, “take off pajamas,” “put on underwear,” “put on pants,” “put on a shirt,” “put on socks,” and “put on shoes” could be the steps to getting dressed.

These are just a few applications of task analysis in the classroom. Task analysis assists in making difficult tasks more approachable and achievable for children with special needs by breaking them down into smaller pieces.

Teach the Task to Autistic Students: Task Analysis Autism Sped Classroom

Task analysis is useful for helping autistic individuals in special education classes. Several instances of task analysis being utilized to assist autistic students are provided below:

• Daily Routines: Routines might be difficult for students with autism. These processes can be divided into smaller, easier-to-manage segments using task analysis. For instance, getting ready for school could involve the following steps: waking up, brushing your teeth, washing your face, dressing, eating breakfast, and packing a backpack.
• Social Skills: Students with autism may also suffer from social skills. Task analysis can simplify these abilities, making them simpler to learn and apply. Making eye contact, smiling, saying hello, asking questions, and paying attention to the answer are some examples of conversation starters.
• Classroom Assignments: Task analysis can help students with autism complete assignments in the classroom, such as worksheets or projects. To finish a worksheet, for instance, you might follow these steps: “Read the directions,” “Look at the example,” “Do the first problem,” “Check the solution,” and “Complete the rest of the problems.”
• Lifestyle Skills: Students with autism could also require assistance with everyday tasks like cooking or laundry. These jobs can be simplified by task analysis into more manageable chunks. For instance, “take out the bread,” “take out the meat,” “take out the cheese,” “place the bread together,” and “cut the sandwich in half” could be the stages of assembling a sandwich.

Task analysis is a flexible approach that may be applied in various ways to support autistic individuals in special education classrooms. Students with autism can develop their talents and succeed in a way that suits their particular requirements by breaking complex tasks into smaller, more manageable steps. I hope you learned and enjoyed our discussion on What Is Task Analysis in Special Education.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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25+ Must-Haves for Any SPED Teacher

Being a special education teacher is tough, but so rewarding.

With the “extra” time we do have, we spend it researching and writing IEPs and organizing all the things…

I absolutely love what I do, but if you’re anything like me, you know there are certain times throughout the school year when you need to re-stock on your most used items.

I call them my “must-haves.”

Your must haves can be anything from a classroom supply for your students to something you personally need to get you through that 2-hour IEP meeting ( and we all know those happen ). So today I am going to share my 25 must haves for any SPED teacher, whether you’re a veteran or a newbie, a self-contained teacher or co-teacher,  a pre-K or high school teacher.

At the top of the list are things you can buy. You know, with money. The things at the bottom are things that have no value. You know, they’re priceless. Especially the last one. 

OH YEAH… and if this post makes you want to go shopping, scroll to the bottom to access links to the items listed in this post.

This post contains affiliate links to products that might help you when teaching.

Personal Laminator

I’ve had a Scotch Thermal Laminator for a little over two years now (I actually own two), and it has been life-changing. You know those times when you need something right away Monday morning, but you don’t have time to wait 20 minutes for the school’s laminator to heat up? Then you have to cut it out, add the Velcro, and get it ready before the kids come? Yeah… get yourself a personal laminator (or two) so you can get it all done on Sunday night with all of the necessary supplies . It will change your life.

You will use this stuff for everything and anything. And I suggest buying Velcro coins so you don’t have to cut Velcro strips for tiny pieces like visual schedules and such.

Feiner Supply has the best price. I bought a 1,500 pack of Velcro hook coins and a 1,500 pack of Velcro loop coins in September… and it lasted me through the middle of December. That’s a lot of Velcro coins, but it was one of the best decisions I ever made. Invest in good Velcro!

I love my Erin Condren Life Planner ( link )! The interchangeable covers are my new favorite thing too. I promise you that my life would be in complete chaos, and I wouldn’t be able to tell up from down without my planner. Definitely a must-have!

If you’re curious about the difference between the Life Planner and the Lesson Planner, take a look at  this updated, 2020 video comparison I did just for you!

For notebooks, I really like keeping a Rocketbook with me because it makes it so easy to transfer everything online.

IEP Planner

In addition to my planner, I also have my IEP planner , which has been a lifesaver for keeping me on track with managing my caseload.

Plastic Containers

I could just stare at that picture for days… it is just pure teacher Heaven. Color-coded bins and any type of plastic containers are just what any SPED teacher wants and needs. Set up work task bins, organize all of your manipulatives, or use them to house snacks and other goodies. The possibilities are endless!

Snacks and Candy

This can be anything that you and your students like. Yes, YOU need to have that secret candy stash for when that IEP meeting lasts just a little too long… or your room got trashed from a meltdown. Just eat the candy, and you’ll feel better. One Two Three Reesey cup won’t hurt!

I know that lots of other teachers will tell you no candy or treats for kids, but guess what… our kids thrive off of rewards. And, honestly, some of them are only rewardable with food. You know what’s best for your students, so if the only way a student will finish a writing activity is if you reward him with fruit snacks, well, then you’d better make sure you’re stocked up.

The Swingline low force single hole punch is my absolute favorite hole punch of all time. I bought it a few months ago when I was literally going home with muscle bruises on my palms from the old, really tough single-hole punch. This baby doesn’t hurt your palms, is super easy to punch, and will save you lots of time. 

Scissors ( Nonstick and Spring Loaded )

It’s always a good idea to have multiple pairs of adult scissors in your classroom and at home. I recommend getting a pair of nonstick scissors and a pair of spring-loaded scissors. Don’t forget; you’ll need to keep a *special* pair of scissors lying around for Velcro cutting. 😉

Clear Page Protectors / Sleeves

You can use sheet protectors for SO many things in the classroom… and anywhere to keep you organized. Did you know they even make them with little lips on the top so your papers don’t fall out. They have been amazinggg for center work! My kids can drop them and fling them around, and the paper stays put inside 🙂 Genius!

Paper Trimmer

I didn’t purchase one of these until a few months ago… and I have no idea why I didn’t buy one sooner. Having a paper trimmer at home and at school has made cutting out centers and adapted books so much quicker and easier. You definitely need one of these.

Magnetic White Board Hooks

I keep two sets of these white board hooks on the front whiteboard. It’s nice to hang special schedules up there for assemblies, adapted books, or anything really! You can hole punch the top corner of a baggie, store things in the baggies (like PECs or visual schedule pieces), and then hang them on the hooks.

BoardMaker 

If your district doesn’t provide you with a BoardMaker CD, then they need to get on the ball and you need to tell them about it. You can use BoardMaker Online to create visuals, schedules, Core Boards… everything and anything your students will need.

Fidgets are one of those things that you’ll thank me for later… and it goes into #13, so read on.

Sensory Reinforcers ( silly putty , slinkys , and squishy toys, OH MY! )

This includes a wide range of things. We all know that, quite frequently, our students go in to sensory overload… and at many points throughout the day, it is smart to give a sensory break. Our kids just need it, and you’ll thank me later. You can check out my Pinterest Board for more ideas on DIY Fidgets and Sensory play.  Find a list of sensory bin fillers here .

Theraputty and Play-Doh fall into this category, too, and I couldn’t live without them!

3 Ring Binders

Again, with the organization. I use binders for so many things… Core board storage, IEP information and data collection, binder work tasks. Always keep a few different sizes lying around, too. You never know when you’ll need that 3″ binder.

Colorful File Folders

Do you color-code your tasks or your students’ information? I do! Colorful file folders are a must because they help me stay on track and keep all the things organized !

Binder Rings

I would be lying if I said I haven’t already used 100+ binder rings this school year. On what? EVERYTHING! Everything and anything to keep things organized, even on-the-go progress monitoring . Man, oh man, I should probably just buy stock in 1″ binder rings. Is that possible?

Manipulatives

These can be anything… and the kids absolutely love them. One thing I’ve found to help my lessons be successful when using manipulatives for a lesson is letting the students play ( yes, PLAY) with whatever manipulative we are going to be using. I’ll set a timer for a minute or two and let the kids know that after the timer goes off, it’s time to work and no more play. Works like a charm.

Lakeshore Learning is a great place to get manipulatives (but they can be expensive, so always check Amazon).

And for manipulatives storage, clear stackable containers are an absolute must!

Color Printer

If your school doesn’t give you access to a color printer, or you don’t have unlimited access to a color printer at school, I highly suggest purchasing a color printer. I’ve heard great things about the HP Ink program, too, but I’ve not personally given it a try.

And if you’ve not heard about HP Instant Ink , you can sign up for a free month here: FREE MONTH .

In December, I had already gone through 9 reams of white card stock. Yep, you read that correctly. NINE . You’ll use it for everything… especially with that personal laminator . So at the beginning of the year when parents ask if you need anything, your answer should always be, “ Yes, white card stock please! “

Invest the time and money into creating and making valuable, workable, independent work tasks for your students. Here is a great Pinterest board to give you an idea of what work tasks are and how to build them yourself.

Photo Storage Boxes

Need a place to store those task cards? These photo storage boxes are perfect! You can get them in different sizes and amounts depending on how many you need for your work bins.

Dry Erase Pouches

Sometimes, you don’t want to use task bins for centers and want students to practice writing. For those instances, dry erase pouches can be a great option!

Magnetic Tape

This stuff is genius! Now, it isn’t strong enough to hold weight onto your board, but it works great for cookie tray tasks and hanging papers on the front board.

Magnetic Shelf

I was doubtful that a magnetic shelf would be strong enough to hold my dry-erase markers and eraser, but this little one is! If your whiteboard isn’t magnetic, there’s a wall-mounted one that works great, too!

Astrobrights Colored Cardstock

I have a color-coding addiction, and that means that the brighter the colors are, the happier I am! Astrobrights colored cardstock is a must-have for keeping everything color-coded and organized.

My students have always loved learning and working in unconventional places. Sitting under their desks? Check. Working in the classroom library? Yep! Without clipboards, they’d have a much more difficult time concentrating and getting things done. I really like this clipboard organizer for keeping them neat and tidy, too!

Magnetic Curtain Rods

There have been plenty of times when I wanted to hang anchor charts or posters but didn’t have the right space to hang them. Enter magnetic curtain rods ! They are a game changer for hanging things in the front of the room (hello, magnetic whiteboard!) and can be repositioned as needed.

Super Sticky Easel Pad

If your whiteboard is not magnetic, don’t worry! These Super Sticky Easel Pads can work just as well!

Amazon Echo Dot

If you’re allowed to have an Echo in your classroom, get one! They’re a lot of fun and can change the mood of a room in a heartbeat. Play relaxing music, get a joke of the day, or find out the weather with your handy digital assistant.

Digital Timer

Sure, you could use your phone, but many schools frown on teachers having their cell phones out during the school day. Instead of worrying about getting in trouble (or having your phone broken!), grab an inexpensive digital timer . They’re great for keeping track of center and small group time, playing games, and more.

Cons truction Paper Storage

Let’s face it; we go through a lot of construction paper in special editions! Keeping it organized by color is easy with this construction paper storage unit !

“Junk Drawer” Kit

These are all of those little things that are helpful to have in a box in your closet. They are the things you end of needing a few times a year but are invaluable when it comes to saving your time, clothes, and sanity!

• Small sewing kit
• Small tool kit
• Measuring tape
• First Aide Kit
• Extra makeup
• Feminine hygiene products
• Lint Roller
• Plastic utensils
• Clothespins
• Fishing Line
• Nail clippers
• Packing tape
• Eyeglass repair kit
• A couple of plastic bags (good for putting wet or soiled shoes or clothes in)
• Phone charger & cord
• Safety pins
• Cotton swabs
• Acetaminophen/Ibuprofen/Pepcid/Immodium/Gas-X (if you’re allowed to keep those things in your room)
• Fabric softener sheets (they’re great for reducing static cling!)
• Contact solution and contact lens case
• Spare pair of eyeglasses

Am I suggesting you buy clothes? Well, you can interpret it that way if you want! 😉

What I’m actually talking about is having an extra set of clothes handy in case you need to change during the school day. Trust me, sometimes things come at you and there’s nothing you need more than a clean pair of pants and a shirt (and don’t forget the undergarments!)! I’d also suggest keeping a plastic rain poncho, a pair of rain boots, a hat, gloves, a scarf, a sweater, and an extra pair (or three!) of sunglasses in a bag in your room.

If you’re allowed to bring in your own step stool, get one that you can easily store away. You definitely don’t want your students climbing on it!

Small Vacuum and/or a Dustpan and Broom

Messes happen, and it’s not fair to leave everything for the school custodian at the end of the day. A small vacuum or even a dustpan and broom can go a long way to keeping your classroom tidy.

A Spare Car Key

Don’t worry about locking your keys in your car anymore – just keep a spare car key in your classroom! If you tend to do this quite often, you might also want to consider a AAA Membership. 😉

Now these are the things that cost you nothing. You may find humor in me writing about them, but in all seriousness… you need them. 🙂

Strong Stomach

You will see everything… and I mean e.v.e.r.y.t.h.i.n.g. in your special needs classroom. Vomit. Boogers. Spit and drool. Poop. Yes, I said poop . Poop in the urinals, maybe on the walls. Diapers and pull ups. G-Tubes. More vomit. And more poop. Just wait. It’s all coming your way.

Sense of Humor

Some days you will go home so frustrated, defeated, or overwhelmed that you just want to break down and cry… and sometimes you’ll be able to do nothing but laugh about it. For example, the day one of my students pooped in the urinal ( see, I was speaking from experience! ) I was mortified… but now it’s absolutely hilarious.

Supportive Administration

This is a big one because if you don’t have supportive administration, you’re going to have a rough time. And I don’t just mean from your assistant principal and principal… you need it all the way up. It’s rare and hard to come by being a special education teacher, so if you happen to be at a school where you feel and are supported, know that you are one of the lucky ones.

A Good Mentor

Whether you’re a veteran or a newbie, or somewhere in-between the two, you need a mentor. Your mentor doesn’t have to be someone at your school or in your district. It can be someone in a different state or country. But you need someone to go to when you feel overwhelmed or someone you can share the successes with! Don’t keep it all inside, there are people out there who support you!

I have found so much solace, in good times and rough times, in a special ed group on FB. When I feel like I’ve tried everything, I know I can always turn to this group of special people and ask their opinions. We all teach something different and we’re all in different stages of teaching, but we’re there for one another… and it really has made a world of difference.

Paraprofessionals

I. have. no. idea. what. I. would. do. without. my. paraprofessionals. Especially the one who has been with me over the last year when we lost the 2nd para in February until November, when we got a new one. I probably would have gone absolutely crazy without him… and I’m sure there are times when I did go crazy. Thankfully, we have been gifted with a new para, and boy, do I ever feel lucky. So please, please, please, don’t EVER take your paraprofessionals for granted.

Do you agree with this list? What is something you couldn’t survive being a SpEd teacher without?

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Especially Education

Adapted high-quality curriculum to help special education students succeed in the classroom

Task Box Independent Work System

February 6, 2019

Looking for a way to organize independent work time for your special education classroom? Students gain more independent and personal responsibility skills with an organized Especially Education Task Box Independent Work Station. Read for ideas to organize task boxes for independent time or for work time.

I use task boxes from Especially Education and other small activities that fit in task boxes. Students independently work on the activity in their drawer and get a new one when they are done.

This half day format makes the day go by very quickly, so I try to fit as much activities and valuable work in as possible.

This summer, after my first year of teaching, I realized that my class schedule was missing something. We were missing a time when the students could work independently on tasks that they felt confident in and can master almost 100% of the time. A time where they can review the skills they already know, gain confidence and independence within the classroom, and practice asking for help if needed. This is when EXPLORATION time was born!

During exploration time my students have the ability to complete different activities that are assigned to them (their picture is on their respective drawer). I organize the drawers by subject areas or categories. My drawers are labeled as follows…

• Object match
• Numbers (high and low)
• Letters (high and low)
• Shapes (high and low)
• Colors (high and low)
• Handwriting (high and low)
• CVC words (high and low)

I have 2 drawers for some categories so that I can level the activities. My students are all on different levels, so I want them to be able to complete activities that are just right for them.

The students know to come right to the exploration drawers right after unpacking. They take an activity from their respective drawer and take a tray (from the Target Dollar Spot during back to school time).

At their seat they complete the activity in their tray. The trays are mainly for spacing reasons. The trays help them stay in their own space and keep track of what pieces go to their activity.

After completing their first activity, the students undo the activity, put it back in its container, bring it back to their drawer, and get a new activity. Each drawer has anywhere from 4-10 activities depending on how many I can fit/how long each activity takes a student to complete!

The students continue this until the bell goes off (wireless doorbell, of course)! When the bell goes off, they undo their activity, put their activity away and put their tray away.

TEACHER BENEFITS

My favorite part about exploration time is the independence!!! The beginning of the day is always so hectic, so it was the perfect time to implement some independent time. At the beginning of the day we have students who need help unpacking, students strolling in late, students who are potty training and need to go right away, and students who just need some extra attention. SO being able to have the peace of mind knowing that my other students are completing their exploration work by themselves (basically) is very helpful.

STUDENT BENEFITS

My students LOVE being able to complete work on their OWN! Seeing them gain the confidence to complete their own activity is remarkable. I also think that they like having exploration time first, rather than going right into circle time or small group. A lot of students need transition time from home to school, so this exploration time gives them 10-15 minutes at the beginning of class to slowly transition into being at school.

Not only is this independent task box work station good for a special education classroom, this system can work in any type of classroom. Giving the students the opportunity to gain confidence and work on their independent work skills is something that every student would benefit from.

Visit Rachel on her Instagram

February 22, 2019 at 7:42 pm

I’m embarrassed to admit, that I am in my second year of teaching and I am still struggling with independent time for students. I hope this helps me.

June 2, 2019 at 10:27 pm

Oh my gosh, don’t be embarrassed by that! I’m in my 11th year of teaching and I still struggle with many things! Every child is different. It’s impossible for us to be perfect at everything! Don’t be too hard on yourself 😊

Carina R. says

June 6, 2019 at 3:40 pm

You are not alone. This is my second year of teaching and I am having the same problem.

Staci kelley says

June 6, 2019 at 8:29 pm

How do you check these boxes?

June 8, 2019 at 8:54 pm

What activities/stations/bundles do you use?

Crystal Roberts says

August 5, 2020 at 9:04 am

If you include high and low versions of an activity how do you label those and how do the kids know which one to pick up? I too have different versions of a same type of activity but don’t want to put each level in a different drawer.

Bernadette Reed-O'Connor says

July 5, 2021 at 6:03 am

I have been using a system similar to this , for independent work, but couldn’t differentiate it correctly.- ( so children were choosing things too hard or too easy and they were not holding their interest) Having swap- able pictures on the front is a genius idea. Thank you.

Amanda says

October 18, 2021 at 6:49 pm

I’m in my 18th year and still struggle to met all needs with centers.

January 3, 2024 at 12:14 am

Ok…. we’ve just entered 2024. I amin my 19th year of teaching, 4th year back in kindergarten…. so my first 2 years back were covid restricted. Now I’m in full force again, but this time with my biggest K class ever of 24, with a half day program. And a new curriculum that has tripled…. don’t let me get started on extra classroom events im volun’told’ I have to be a part of. Without consistency it will be very hard for anyone to fit it all in. My moral here is – never get down on yourself. You can only do what you can do. It’s awesome tips and tricks like this one that will help you fill your tickle trunk of tools. ( I’m thinking tickle trunks are only known to Canadians? Google Mr. Dress Up and you’ll understand) good luck out there!

Oh BTW…. also wondering if you have a prefered bundle you use or if you just put together tasks from a midge podge of places?

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Everything You Need to Know About Matching Tasks for Special Education

• fullspedahead
• January 9, 2023
• Back to School , Classroom Rules , Classroom Structure , Curriculum , Functional Life Skills , Helpful Tips , Teacher Tips , Technology Tools

Matching work tasks and activities can be an awesome addition to your special education classroom! This is a basic fine motor skill perfect for all ages and ability levels. Once my student has mastered put in work, they move to matching tasks!

Matching tasks are a valuable resource for promoting cognitive development and enhancing learning outcomes in special education classrooms. These tasks involve matching corresponding objects, pictures, or words, allowing students to strengthen their visual discrimination skills, improve attention to detail, and enhance their ability to identify and recognize patterns.

By incorporating matching tasks into the classroom routine, teachers can provide meaningful and engaging activities that cater to diverse learning needs. These tasks can be customized to target various skills such as shape recognition, color matching, letter identification, or even vocabulary expansion.

By offering opportunities for hands-on exploration and independent problem-solving, matching tasks foster a sense of achievement and build students’ confidence in their abilities. Additionally, they can be easily differentiated to accommodate individual learning goals, making them a versatile tool for educators working with students of varying abilities.

Introducing matching tasks in the special education classroom creates an inclusive learning environment that nurtures cognitive growth, promotes skill acquisition, and fosters a sense of accomplishment among students.

Want to know more about put in work tasks and learning? Read this post!

What are matching tasks?

Matching is work activities where the student is putting something with another item that is the same or similar. There is no sorting, no assembling, no sequencing. It’s one basic fine motor movement. Pick up items and put them somewhere with their same item. This helps with activities matching game for kids too.

This basic fine motor activity is essential to teach our younger and foundational level learners how to work independently, how to increase work endurance, and attention. There is a clear start and ending point. You can increase the length and difficulty by using smaller items, using realistic images or items and increasing the number of items. You can work on generalization by making a lot of different versions of these tasks.

Looking for better ways to set up independent work, look no further!

Why would you use matching activities?

Matching and pairing activities for preschoolers are great for students with low attention and fine motor abilities. I use these types of skills with basic learners to increase their work confidence and work endurance. We want matching tasks and activities to be simple so we can celebrate the wins for finding identical items. This is typically to promote longer work periods of time and endurance.

These are great tasks to introduce independent work. You can also use multiple choice tasks. Matching has a definite start and stop and can help students understand the foundational skills needed for independent work. Want to know more about independent work? Read this blog post!

Where can I find matching activities?

You’re in luck! I have a set of matching work tasks in my TpT Store! Easy prep set of work boxes that you can print, prep and find materials in your classroom or local dollar store to set up and implement this school year!

Independent work tasks are important in every special education classroom! These task boxes can be used as teaching tools and building independence through student work.

This resource includes detailed instructions for teacher setup, Amazon list of possible materials, digital data tracking form, student visuals, teacher visuals and directions for use for 20 work tasks. These activities are for fine motor tasks that require a matching aspect. 

Best part! You can either use the pre-created student visuals with images taken for you to show each step of the task OR you can create your own student visuals!

This resource requires the addition of some basic materials such as bins, office supplies, small containers. A detailed Amazon supply list is included to make it easy to determine what you will need to create all of these centers!

Looking for more ways to bring life skills into your classroom, read this post!

Furthermore, these tasks can be easily integrated into thematic units or specific topics of study, making them a versatile tool for reinforcing and expanding knowledge across different subject areas. For example, in a science lesson about animals, students can match pictures of animals to their corresponding habitats or sort animals based on their characteristics. In a language arts lesson, students can match rhyming words or associate words with their antonyms or synonyms. By incorporating matching into lesson plans, teachers can create engaging and interactive learning experiences that cater to diverse interests and learning styles.

To maximize the effectiveness of matching tasks, teachers can provide appropriate scaffolding and support based on individual student needs. They can start with simpler matching activities and gradually increase the complexity as students gain confidence and proficiency. Additionally, teachers can use visuals, prompts, and manipulatives to facilitate understanding and make the tasks more accessible.

In conclusion, matching tasks are a valuable tool in the special education classroom, offering a wide range of benefits across cognitive, social, and emotional domains. By incorporating matching tasks into lesson plans, teachers create opportunities for students to develop important skills while fostering a positive and inclusive learning environment. Whether used for individual practice, small group work, or as part of a larger instructional unit, matching provide engaging and meaningful learning experiences for students in special education settings.

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How to Choose Task Boxes for Students

As special educators, we know that finding the right resources to meet our students' needs can be a challenge. This is especially true when it comes to task boxes, which are designed to provide hands-on, interactive learning experiences for students.

How can we ensure that the task boxes we use in the special education classroom setting align with our students' needs?

Here are a few strategies that can help you find the best tasks for your students:

Start with your students' individual education plans (IEPs). When creating or selecting task boxes, review each student's IEP to identify their specific learning needs, goals, and any accommodations. This will help you choose task boxes that are tailored to each student's unique needs and abilities. Additional resources, including fine motor skills and other hands-on tasks, can definitely be added once the IEP skills are in place.

Look for task boxes that offer multiple levels of difficulty. Many task boxes offer different levels of difficulty, which can be a great option for students with varying skill levels. Any particular task can also be extended by adding additional materials, from manipulatives (“show what you know” with math skills) to dry erase markers (“explain your thinking”). These add-ons are the perfect way to extend the task boxes you're already using.

Mix and match tasks. Sometimes the best solution is to create your own task boxes, but there's not always time for this. Just like we can add extensions, we can also use our existing tasks in more than one way. Example: students can use beginning sound picture cards with magnetic letters as is and then use the same pictures for syllable identification. Reading CVC and CVCe words? Great! When students complete the task, use the same task cards for sorting by long and short vowel sounds (phonemic awareness). Even if a task box is not perfectly aligned with your students' needs, you can often modify it to better meet their needs.

Use task boxes as a review tool. Task boxes can be a great tool for reviewing concepts that students have already learned. By using tasks that review previously learned concepts, you can create independent work tasks that are relevant across multiple grade levels or subject areas.

Focus on student independence. Don't worry if tasks feel too “fun” or “easy.” The purpose of using task boxes is to help support students' task completion as independently as possible. Select tasks that are at students' independent level and save instructional tasks for small groups. If you feel that any academic skills may be above students' independent level, consider substituting with fine motor tasks featuring hands-on materials (pipe cleaners, clothes pins, play dough, or pom poms) and visual discrimination tasks. Another consideration is using errorless learning in independent work stations to promote student independence and success.

The best part of task boxes is that they can be customized to meet the individual needs of your students and can be adapted throughout the school year. Rotating activities from a large task box bundle keeps learning fresh and engaging. Worried about having too many work task boxes? Most special education teachers will argue there's no such thing, but if this is a concern, a great solution is to incorporate individual tasks with early finishers and as morning work. I promise even your older students will enjoy learning with them!

Overall, task box activities are a great way to incorporate hands-on manipulatives and independent skills into your special education classroom in a structured way that targets a variety of skills. With a little creativity and low prep,a task box system can be a great addition to any special education classroom!

Good news! The Task Box Dollar Club offers a HUGE variety of different boxes to quickly fill up your independent work systems. You'll receive instant access to a growing library of task box printables, including early literacy, early math, social emotional learning, fine motor, and so much more.

If low-cost and low-prep sounds good to you, check out the Task Box Dollar Club here:

I'm Jennifer!

I’m Jennifer and I was a special educator in the elementary school setting over the past decade. I entered the classroom every day dedicated to making learning inclusive AND engaging.

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Functional Life Skills Task Boxes {special education} 53 task boxes

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Description.

Are you looking to teach Life Skills in a fun, hands-on way to your special education students? This set of 53 different task boxes that focus on life skills is a great addition to your collection of task cards in your special education classroom. Now including Candian money versions of the task boxes.

**********************WARNING!!!!!*************************

These task boxes are pulled directly from my Functional Life Skills Curriculum . If you already own that curriculum or any unit in it, you do not need these.

I pulled these out because I had people ask for just the task cards only .

What Task Cards are included?

There are 53 different task boxes included that go with each unit.

Traveling and Transportation Unit:

1. public transportation vocab matching

2. packing a suitcase

3. luggage tag matching

4. road trip expectations

Personal Care and Hygiene Unit:

1. oral hygiene

2. parts of the bathroom

3. getting dressed

4. sequencing handwashing

Meal Planning and Prep Unit:

1. sort the groceries

2. using a shopping list

3. sorting meals

4. using coupons

Health & Nutrition Unit:

1. exercising vocabulary

2. healthy vs. junk food

3. reading a menu

4. sorting food groups

5. Reading Nutrition Labels

Housekeeping Unit:

1. trash or recycle

2. sorting laundry

3. which cleaning supplies?

4. labeling cleaning supplies

Safety and Emergencies Unit:

1. community safety signs

2. safety drill situation cards

3. emergency situations

4. emergency responders

Coping with Stress Unit:

1. feeling sick matching

2. coping strategies matching

3. matching emotions

4. using your coping strategies

5. real photos label the feelings

Social Skills Unit:

1. conversations: asking questions

2. greetings

3. asking for help

4. conversation scenario cards

5. using my manners

Money: The Basics Unit: (including Canadian version)

1. matching money

2. counting coins

3. making change

4. dollar up method one dollar

5. dollar up method 5 dollars

6. do I have enough?

Money: Budgeting Unit:

1. needs vs wants

2. do they have enough

3. is it in my budget?

4. paying the bills

Vocational Skills Unit:

1. filing cabinet sort

2. filling orders at the bagel shop

3. custodial scenarios

4. stock the items

Leisure Time Unit:

1. leisure matching

2. planning for free time

3. is this a hobby?

4. Leisure activities

Are you tired of boring worksheets! Looking for something new? Here are 16 Primary task boxes that are all related to some life skills that are needed, that can be used in small groups, independent centers, one on one instruction, and take-home boxes for homework for that extra needed practice!! These tasks boxes, or task cards, help promote independent learning skills for early learners, gifted students, ELL students, and Special needs or SPED teachers. These are targeted toward first, second, or third-grade reading level although, for my high school students, I still use them because some of my kiddos are lower cognitive.

This resource can be used all school year. I have created these specifically with special needs students in mind, to provide proprioceptive feedback while learning new skills. These task boxes are fun and engaging and keep kids wanting to learn and practice skills over and over again. Each task is made to fit perfectly in a small photo box or a crayon storage box. There are enough in this resource to fill one 16 container photo boxes. I purchased mine at Michaels.

Looking for other task boxes?:

Kindergarten Math Task Box – SET ONE

Kindergarten Math Task Boxes – SET TWO

ELA Task Boxes - Primary

Kindergarten Math Task Box – FREE SAMPLE

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Licensing Terms: This purchase includes a license for one teacher only for personal use in their classroom. Licenses are non-transferable, meaning they can not be passed from one teacher to another. No part of this resource is to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in transferable licenses to accommodate yearly staff changes, please contact me for a quote at [email protected]

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Copyright © ChalkBoard SuperHero. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY. See product file for clip-art and font credits.

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