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Ultimate List of Free Adapted Paper

Colleen beck otr/l.

• by Colleen Beck OTR/L
• June 11, 2023

Children who struggle with handwriting often times benefit from adapted paper.  These free printable sheets are perfect for kids with handwriting challenges that need bold baselines, colored spaces, or increased space on a page.  

Children with visual perceptual deficits or visual motor impairments can benefit from these adapted paper ideas.  

The best news is that this is your one stop spot for everything free printable paper!

Adaptive Paper

Adaptive paper refers to any handwriting paper which contains visual or physical prompts to support legible and functional handwriting. This can include raised lines, highlighted lines, margin cues, or other visual prompts to support written work.

Your child who struggles with letter formation, letter size, line use, spatial awareness, or margin use will benefit from these printable pages. Looking for more ways to address handwriting problems like these?  Read on!

Types of Adapted paper

First, let’s go over the various types of adapted paper:

• Bold lined paper
• Raised line paper
• Grid paper, or graph paper
• Highlighted baseline lined paper
• Highlighted lower space paper
• Red/Green lined paper
• Sky/dirt paper
• Box letter paper
• Box and dot paper
• Wide rule paper
• Narrow rule paper
• Double rule paper
• Single rule paper
• Margin line paper
• Kindergarten lined paper
• Primary lined paper

In addition to these various types of adaptive paper lines, there are paper styles associated with handwriting curriculum:

• Handwriting Without Tears paper/Learning Without Tears paper
• Fundations lined paper
• Other handwriting curriculum

Free Adapted Paper

These are free adapted paper that is available as printables.  

I’ll add to this list as I find them.  

There are many ways to use graph paper in addressing therapy goals, so be sure to grab some of the free graph paper options.  

• Paper in The OT Toolbox Membership Club includes several levels of printable sheets for upper and lower case letter formation and line use.  
• This  paper printable pack  from 1+1+1=1 includes a variety of lined paper styles, both with and without letter strips right on the paper.  
• This kindergarten paper that has a shaded bottom space or highlighted area for small letters is perfect for kids who need help with letter size, line awareness, and spacing.  
• This handwriting pack  from 123 Homeschool 4 Me includes three types of lined paper for each style to accommodate Preschool-1st grade, 1st-3rd grade, and 4th-6th grade.  
• Handwriting Net has printable pages that can be easily individualized in several styles of handwriting, including print and cursive.   
• These themed printable pages from What the Teacher Wants are writing prompts with a bold baseline and an are for picture drawing.  
• This sky/dirt paper  on Teachers Pay Teachers is perfect for teaching kids about line use and letter size.   
• Printable Paper
• Printable Graph Paper

ooking for more ways to support handwriting needs?  

Addressing spatial awareness in handwriting is often a key component related to legibility.    

Other important handwriting components include  line awareness  and  size awareness .  

In The OT Toolbox Member’s Club , you’ll find many forms of adapted paper including grid paper, lined paper, and more.

The Handwriting Book covers everything you need to know about handwriting, guided by development and focused on function. This digital resource is is the ultimate resource for tips, strategies, suggestions, and information to support handwriting development in kids.

The Handwriting Book breaks down the functional skill of handwriting into developmental areas. These include developmental progression of pre-writing strokes, fine motor skills, gross motor development, sensory considerations, and visual perceptual skills. Each section includes strategies and tips to improve these underlying areas.

• Strategies to address letter and number formation and reversals
• Ideas for combining handwriting and play
• Activities to practice handwriting skills at home
• Tips and strategies for the reluctant writer
• Tips to improve pencil grip
• Tips for sizing, spacing, and alignment with overall improved legibility

Click here to grab your copy of The Handwriting Book today.

Why Use Adapted paper?

There are many reasons why a piece of adapted paper can be just the support needed to improve handwriting. Adding a small adjustment to the writing space can make adapted paper which offers visual prompts necessary for legible (and functional) handwriting.

Adapted paper can be used for reasons such as:

• Visual Structure- Visual prompts like highlighted lines, vertical lines of graph paper, or a bold baseline can offer the support needed for line use, letter placement, letter spacing, and letter size.
• Consistent writing space- Adapted paper offers consistent guide lines that structure handwriting, allowing for carryover of visual motor skills.
• Baseline support- Some adapted paper offers a visual or physical cue in the way of a bold baseline or a raised baseline. These visual and physical prompts may support improved baseline use for letter placement, letter sizing, and spacing.
• Visual scanning- Some adapted paper tools offer a margin guideline on the left and right sides of the page. These visual lines support visual scanning skills so that written work starts at the left margin without drifting in toward the middle of the page. The right margin line offers a visual cue to stop at the right side of the page.
• Letter sizing- Some versions of adapted paper include visual prompts or icons for sky letters, dirt or grass letters, and underground letters. This can improve consistent letter sizing.

There are many different versions of adapted writing paper. Trying different styles can be one way to determine which style is best.

Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to [email protected].

2 thoughts on “Ultimate List of Free Adapted Paper”

Hi, I am a school based OT who just found your website. This looks great. Can you please assist me with getting access to the Ultimate free adapted paper guide. Thank you, Cathy Van Haute

Excellent article. I definitely appreciate this site. Continue the good work!

Comments are closed.

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Interventions for Students with Writing Disabilities

Print Resource

By Jessica A. Carmichael and James B. Hale

Debunking the Myths: If You Can Talk, You Can Write

An old myth still can be heard in some schools: If you can talk (expressive language), and are taught handwriting and spelling in school, then you can also write well. For some children this may be true, but explicit instruction in handwriting, spelling, and written expression is needed for children to successfully convey their ideas in writing. As Hooper et al. (2011) note, there are many brain systems and neuropsychological factors that influence written expression competency. While some of these are related to literacy can lead to both writing and reading learning disability (LD) when impaired, other causes of writing LD, such as visual-motor integration skills and executive functions (Fenwick et al., 2015), require additional attention during assessment and instruction.

Approximately 4-6% of students have a written language learning disability (Bernstein, 2013)

WHAT IS INVOLVED IN WRITTEN EXPRESSION?

Written expression includes the basic skills of handwriting and spelling, but other important skills – related to executive (brain boss) functions, play a critical role as well. As a result, it is important to note that children with literacy problems often have problems with handwriting (e.g., comorbidity of “aphasia” and “apraxia”; Hale & Fiorello, 2004) and other children with executive function problems (e.g., ADHD, depression, anxiety) are likely to struggle with written expression (Mayes & Calhoun, 2006).

A telltale warning sign of writing difficulties is when a child can present her ideas well using spoken language but the writing product is much more limited or poorly constructed.

Handwriting: Visual-Tactile-Motor Connections

The physical act of handwriting may cause some students difficulty. Students with graphomotor (i.e. paper and pencil) difficulties often have signs of constructional apraxia , which can be caused by visual, tactile, and/or motor aspects of handwriting. If they have this problem, they may write less, regardless of whether they have good ideas or not. That is why an evaluation of the visual-tactile-motor functions, and the coordination of these processes, can help guide an intervention for a child (Feder & Majnemer, 2007). The following table highlights the issues at hand (pun intended!)

Basic Skill Automaticity and Written Expression  Orthographic-motor automaticity is necessary to free up higher level processes for adequate written expression (Jones & Christensen, 1999)

Spelling: Understanding and Producing Sound-Symbol Connections

Spelling is an important part of writing that many students struggle with, but there are many causes of spelling problems. There is a strong link between a student’s reading and spelling, because sound (phoneme)-symbol (grapheme) connections are needed for both (Nag & Snowling, 2013).

Although sound-symbol connections needed for spelling and reading are more related to perceiving and mapping these relationships, some students have difficulty with the motor memory of spelling (Planton, Jucla, Roux, & Démonet, 2013). Some students can read words well, but because they have difficulty with representing the orthography (visual representation) in motor memory. The practice of handwriting spelling words improves sound-symbol connections when spelling and reading (Berninger et al. 2008).

KEYBOARD WARNING!

Don’t automatically provide keyboarding or computers for handwriting and spelling problems, children need to practice both to learn sound-letter connections!

Error analysis is critical for helping children learn correct spelling patterns, as noted in the table below.

Sources: Hale & Fiorello, 2004; Cassar et al., 2005.

More teachers are turning to keyboarding and computers for children with writing or spelling difficulties, which often results in improved written output  (Berninger et al., 2014). While these computer skills are useful, they can actually cause more difficulties for children with sound-symbol association problems in spelling and reading if introduced too early. As noted earlier, extensive research findings show that when a child uses handwriting to spell words they often improve their word reading too (Berninger et al., 2008), so handwriting and spelling are not only important for writing, but reading as well!  

Written Expression: Most Complex of All Academic Tasks

Written expression is the most complex academic task, but little time is spent on it during classroom instruction (Hooper et al., 2011). One thing that written language requires is what is known as brain boss skills or executive functions.

During writing tasks, students must:

• Brainstorm main and supporting ideas
• Plan and organize their ideas so they are presented in logical order
• Write sentences that include nouns and verbs that logically convey ideas
• Monitor their writing to ensure sentences are grammatically correct
• Evaluate their sentences in terms of grammatical accuracy, and in relation to the initial plan
• Revised the writing draft to ensure an optimal error-free final product, something seldom accomplished by children with writing disabilities

The myth that if you can handwrite, spell, and use expressive language that you will write well has now been dismissed. Direct instruction in written expression is critical, especially for children with executive function problems (e.g., ADHD, depression, anxiety), who are likely to have significant written expression LDs (Mayes & Calhoun, 2006). These children may have excellent ideas, but translating them into writing is a struggle. Interventions that foster metacognitive (i.e., thinking about thinking) competency (Harris, Graham, Brindle, & Sandmel, 2009) may be quite helpful.

Executive functioning (EF) in Writing – the process of planning, organizing, implementing, monitoring, evaluating, and changing the writing sample a student produces.

THE BRAIN AND WRITING

Written expression requires the whole brain, but the frontal-lobe circuits are most important, as they coordinate motor, internal and internal executive control, and decision/error monitoring (see table below).

INTERVENTIONS FOR HANDWRITING, SPELLING, AND WRITTEN EXPRESSION

Given that there are a number of cognitive processes that can cause writing difficulties, it is important to tailor interventions based on individual student needs. The following section discusses various evidence-based strategies that can be implemented, but targeted interventions should address individual child needs.

STRATEGIES FOR LETTER FORMATION AND SPACING

GOAL – Have students learn to write using appropriate letter size, shape, and spacing.

Cognitive Instruction (Zwicker & Hadwin, 2009)

• Cognitive approach includes letter identification, directional modeling, imitation, discussion, practice, and evaluation effective
• Skills targeted: Motor coordination, visual-motor integration, and directionality of handwriting
• Target age group: Grades 1-2
• Student Alphabet Warm-Up for mapping sounds and letters
• Teacher modeling of directionality and steps for producing letter parts (e.g., Berninger approach)
• Student traces letters following teacher model (imitation)
• Teacher and student discussion of similarities/differences of letter formation
• Student names letter, directional steps, and then writes; repeats without arrows, then copies
• Student circles best formed letter (visual discrimination required)

Handwriting Letters/Words Critical Writing

Hoy, Egan & Feder, (2011) note handwriting of actual letters/words is critical; sensory-motor interventions without handwriting are ineffective

à Practice Makes Perfect!

Graph Paper (Hale & Fiorello, 2004)

• A simple strategy that uses graph paper as a tool to guide appropriate writing
• Skills targeted: Motor coordination and visual-motor integration of handwriting
• Target age group: Grades 1-5, older children with spatial handwriting disability
• Provide student with graph paper instead of lined paper during writing tasks
• Have the student fit each written letter into one square of space on the graph paper
• Have the student use one square of space to indicate a space between words
• Over time and with increased accuracy, use increasingly faded graph paper until the student is able to write appropriately sized/spaced letters and words on regular lined paper

STRATEGIES FOR IMPROVING SPELLING ACCURACY

GOAL – Increase spelling accuracy and sound (phoneme) – symbol (grapheme) correspondence

Cover-Copy-Compare (Skinner, McLaughlin, & Logan, 1997)

• An intervention that increases spelling proficiency through training and repetition
• Skills targeted: accuracy, fluency, and maintenance of spelling
• Target age group: Grades 2+
• Student looks at a correctly spelled word
• Correctly spelled word is covered
• Student spells the word from memory
• The correct spelling of the word is unveiled for the student to compare with their spelling
• If the student spelled the word correctly, they move on to a new word; if the student is incorrect, they repeat the cover-copy-compare method with the same word again

Say-Trace-Write Model (Graham & Freeman, 1986)

Uses oral language to assist with the learning of motor scripts

• Have the student say the word out loud
• Student writes the word
• Student checks their word against a model to determine accuracy
• Student traces the model and says the word aloud
• Student writes the word from memory
• Student checks their word against the model to determine accuracy

Self-Correction with Verbal Cues (Gettinger, 1985)

• An intervention that uses verbal self-talk to enhance written spelling accuracy
• Teacher trains students in spelling self-correction methods, followed by practice tests with teacher feedback
• Spelling pre-test with 5 words each session.
• Check work and correct errors. Student given flash cards to compare to spelled words (8 steps)

Spelling post-test administered, flash cards used by student to check accuracy

STRATEGIES FOR PROMOTING WRITTEN EXPRESSION

GOAL – Increase written output/word count and improve quality of ideas in the written product.

Sentence Combining (Saddler, 2005)

• Kernel sentences 1 are developed into more diverse and complex sentences using direct instruction
• Skills targeted: Flexibility and complexity of thought conveyed in sentences, more interesting writing
• Target age group: Grade 2 and higher

1 A kernel sentence is a simple, active, affirmative declarative sentence with only one verb.

• Teacher provides sentence-combining examples using think-aloud approach.
• Students given kernel sentences, usually in pairs or small groups
• Students use multiple kernels to combine words and phrases using connecting words, isolating and expanding key points
• Eventual metacognitive brainstorming of related ideas leads to word or phrase additions
• Guided practice, then independent practice.

Students with writing problems often write simple sentences that lack syntactic maturity (Robinson & Howell, 2008). Unlike traditional grammar instruction, having students expand kernel sentences improves both sentence complexity and diversity, and more interesting written language product.

Teacher-Directed Strategy Instruction (Troia & Graham, 2002)

• Teacher-directed strategy instruction of goal-setting, brainstorming, and organizing
• Skills targeted: Provides purpose/direction, increasing content/complexity, and organization to convey
• Target age group: Grade 4 and higher
• Pre-instruction in SPACE (setting, problems, actions, consequences, emotions) and DARE (Develop position statement, add supporting arguments, report/refute counterarguments, end conclusion)
• Direct instruction in the STOP & LIST (Stop, Think of Purposes, List Ideas, Sequence Them) approach to planning the writing sample
• Process approach to writing (drafting, revising, proofreading, editing, publishing) for guided practice and then independent practice

Integrated Writing Instruction (MacArthur, Graham, & Schwartz, 2005)

• Authentic sentences about life experiences to increase student engagement and motivation
• Skills targeted: Authentic writing with peer feedback and integration fosters writing motivation
• Target age group: Grade 6 and above
• Status-Checking Teacher checks with students about writing goals for day
• Mini-Lesson Teacher provides mini-lesson on writing process with writing strategies offered
• Student Writing Students draft authentic sentences based on self, group, or teacher topic ideas
• Peer & Teacher Conferences Feedback from peers and teachers leads to revision and improved product
• Publishing/Group Sharing Students share revised passages in group discussion, bulletin board, or approved computer website

PLEASE (Welch, 1992)

• Metacognitive strategy for idea generation, organization, composition, and editing
• Skills targeted: Metacognitive brainstorming of ideas, planning and organizing, writing, and revising
• Target age group: Grade 6 and higher

Click here to access LD@school’s template for the PLEASE strategy.

Adapting these strategies for younger students . Young children do not typically write essays, but these metacognitive strategies can be adapted to suit the narrative writing tasks of early curricula.

PLAN and WRITE (De La Paz, 1999)

• Metacognitive strategy that helps students plan/organize their ideas
• Helps students refer back to the goal of the assignment to aid in the writing process
• Skills targeted: planning, writing expository essays, and goal-directed writing
• Target age group: Grades 6-12

Click here to access LD@school’s template for the PLAN and WRITE strategy.

TOWER WITH COPS (Mercer & Mercer, 2001)

• Skills targeted: planning, organization, monitoring, and revision of written work using TOWER and COPS techniques
• Target Age Groups: Grades 1+

Click here to access LD@school’s template for the TOWER strategy.

Click here to access LD@school’s template for the COPS strategy.

Helpful for ALL Students and ALL Ages ! These interventions are easily implemented for all beginning writers. Posting one or more of these mnemonics in class for all students to refer to during writing assignments is a great class-wide strategy for writing success!

Additional Resources

• Intervention Central: http://www.interventioncentral.org/response-to-intervention
• What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
• Dolch/Fry Word Lists: http://www.k12reader.com/dolch-word-list/

Great resource to use when choosing words to use in spelling interventions

Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology , 46 (1), 1-21.

Bernstein, J. H. (2013). Process Analysis in the Assessment of Children. The Boston Process Approach to Neuropsychological Assessment: A Practitioner's Guide , 300.

Carter, M., McLaughlin, T. F., Derby, K. M., Schuler, H., & Everman, J. (2011). Differential effects of cover, copy, and compare in spelling with four high school students with severe behavior disorders. Academic Research International , 1 (1), 43-51.

Cassar, M., Treiman, R., Moats, L., Pollo, T. C., & Kessler, B. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children?. Reading and Writing , 18 (1), 27-49.

De La Paz, S. (1999). Teaching Writing Strategies and Self-Regulation Procedures to Middle School Students with Learning Disabilities. Focus on exceptional children , 31 (5), 1-16.

Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology , 49 (4), 312-317.

Fenwick, M., Kubas, H. A., Witzke, J. W., Miller, D. C., Maricle, D. E., Harrison, G. L., Macoun, S. J., Hale, J. B. (2015). Neuropsychological profiles of written expression learning disabilities determined by concordance-discordance model criteria. Applied Neuropsychology: Child.

Gettinger, M. (1985). Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance. Journal of Applied Behavior Analysis ,  18 (2), 167-171.

Graham, S., & Freeman, S. (1986). Strategy training and teacher-vs. student-controlled study conditions: Effects on LD students' spelling performance. Learning Disability Quarterly , 9 (1), 15-22.

Hale, J. B., & Fiorello, C. A. (2004).  School neuropsychology: A practitioner's handbook . Guilford Press.

Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). 8 Metacognition and Children’s Writing. Handbook of metacognition in education , 131.

Hooper, S. R., Costa, L. J., McBee, M., Anderson, K. L., Yerby, D. C., Knuth, S. B., & Childress, A. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students. Reading and Writing , 24 (2), 221-252.

Jones, D., & Christensen, C. A. (1999). Relationship between automaticity in handwriting and students' ability to generate written text. Journal of educational psychology , 91 (1), 44.

MacArthur, C. A., Graham, S., & Schwartz, S. S. (1993). Integrating strategy instruction and word processing into a process approach to written instruction. School Psychology Review, 22 , 671-681.

Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and individual Differences , 16 (2), 145-157.

Mercer, C. D., & Mercer, A. R. (1989). Teaching students with learning problems . Merrill Publishing Co.

Nag, S., & Snowling, M. J. (2013). Children's reading development: learning about sounds, symbols and cross-modal mappings.

Planton, S., Jucla, M., Roux, F. E., & Démonet, J. F. (2013). The “handwriting brain”: a meta-analysis of neuroimaging studies of motor versus orthographic processes. Cortex , 49 (10), 2772-2787.

Robinson, L. K., & Howell, K. W. (2008). Best practices in curriculum-based evaluation & written expression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 439-452). Bethesda, MD: National Association of School Psychologists.

Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.

Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (2012). A comparison of direct instruction flashcards and cover, copy, compare to teach spelling to elementary school students. Academic Research International , 2 (2), 247-263.

Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education , 7 (3), 295-306.

Troia, G. A., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine changing the writing performance of students with learning disabilities. Journal of Learning Disabilities , 35 (4), 290-305.

Welch, M. (1992). The PLEASE strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. Learning disability quarterly , 15 (2), 119-128.

Zwicker, J. G., & Hadwin, A. F. (2009). Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial. OTJR: Occupation, Participation and Health , 29 (1), 40-48.

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Raised Line Paper

Subtle raised lines on this paper provides a wonderful tactile guide for writers. 50 sheets - Help handwriting today!

• Create New Wish List

Provide a tactile guide to help struggling hand writers stay within the writing lines. This paper features subtle raised lines on thick paper to help with handwriting success. Each set includes 50 sheets. You have your choice of several varieties. Narrowlines paper has a 3/8" space between raised lines. Widelines paper has a 5/8" space between solid lines, with a dotted lines guide. Teachers love to use this paper to help teach line orientation and help with spacing. The Extra Wide lines paper features a three-space, four-line format that helps students writing letters that extend below the baseline. A helpful dotted line guides students as they write half-space letters. The blue shaded area provides a visual cue to help break up writing lines.

Implementation | Recommended Reading

Writing Instruction for Special Needs Students

Read Time 2 mins | Mar 26, 2020 9:49:59 AM | Written by: Toolbox

Download the research report below

We all know that one effective strategy is to break down a task into smaller, more manageable tasks. Teachers often segment a five paragraph essay, by asking students to ‘just write the introduction.’ But it’s the word ‘just’ that’s almost laughable. (In fact, do you ever notice how anytime the word ‘just’ precedes a task, it’s usually in attempt to make a difficult process appear easy?) “Just writing” an introduction can be so overwhelming and anxiety-producing for a special ed student that they simply shut down. The question becomes HOW to teach these skills.

Research has shown that focusing on the discrete skills and aspects of the writing process produces higher student achievement and success rates than writing taught with a holistic focus on product. When not overwhelmed with having to ‘fill’ an entire page of lined paper, special needs students, after direct instruction that includes teacher modeling and guided practice, can celebrate being successful at writing an interesting beginning for a story, or writing an enticing lead for an expository piece. A segment of elaborative detail, or of suspense. Small successes along the way encourage them and build confidence.

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Provide helpful handwriting guides and lined paper made to enhance and improve the writing skills of special needs students.

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special education papers

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Special education papers

Writing Templates, Sentence Starters, Prompts & Paper - Special Ed Intervention

Adapted Handwriting Paper : Highlighted for Dysgraphia- Special Needs -Autism-RTI

Daily Writing Prompts with Pictures & Adapted Paper & Special Education Writing

Paper Airplane STEM SPED Science Activities Pre-K Kindergarten

Adapted Writing Paper Bundle (92 pages of differentiated paper !) OT, SPED

Special Education Dysgraphia Writing Paper Diagnostician LSSP Dyslexia Teacher

Product Label Comprehension DIGITAL & PAPER BUNDLE - Life Skills - Special Ed

Themed Monthly HW for Special Ed & Life Skills ( Paper & Distance Learning)

• Google Apps™

Special Education Job Skills - Paper Shredding

**FUNDATIONS Inspired Writing Paper ** Uppercase and Lowercase, Sentences** Sped

Special Education Job Skills - Paper Shredding/Recycling/Trash Collecting BUNDLE

Adapted Handwriting Paper for Special Education

Research Paper and Special Education Transition Activity

• Internet Activities

Special Education Accommodation Lined Paper for Visually Impaired

Primary Lined Writing Paper (Seasonal theme) for Kindergarten/ Special Ed

Design + Build A Living Room Paper Craft Art Lesson Special Education Inclusion

Writing Paper - Highlighted - Great for Special Education !

Coins & Paper Money (Part 2) Special Needs Education /ELD Rescue Dogs

Graduate Education SPED Course Paper

• Word Document File

Earth Day Activity Special Education Math Counting Paper Bags Autism Preschool

Toilet paper tear Visual training for special education

Down Syndrome Special Needs Awareness Digital Paper Backgrounds

FREE St. Patricks Day Writing Papers with Visual Prompts for Special Education

No Prep Research Paper for Special Education

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