By now you’ve noticed we do things differently in a multiple disabilities classroom. Task boxes are no exception! Today I’m going to talk about how to use task boxes in a multiple disabilities classroom. If you don’t know what tasks boxes are, don’t worry! I’ll give a quick overview.
For free task box materials sign up for the Simply Free Library, here.
What are task boxes?
The first thing you need to know when learning how to use task boxes in a multiple disabilities classroom is what they are. Essentially, they are activities aligned to a students’ learning and transition goals neatly packed into a bin. Each bin has a label that the student will eventually be able to use to find their own work box. I like to use a strip of laminated paper, with velcro attached, to create a mini schedule for the student.
What do I use in my task boxes?
For the past four years I’ve used a task box based curriculum made by OATECA inc. This curriculum comes with an assessment and corresponding tasks for each skill on the assessment. I highly recommend it if your district can purchase it.
Before then, I made my own! There are so many cheap ways to create tasks. I actually got several ideas from the Simple Special Ed Blog on how to make cheap and effective boxes. I also love using items from the dollar tree. Here are some of my favorite dollar tree activities and what skills they work on.
Using Task Boxes in a Multiple Disabilities Classroom
Traditionally you would instruct your students to use the system completely independently. They would look at their mini schedule, choose an icon, match it to the box, and then bring it back to the table. My students have mobility restrictions and are wheelchair users, so we do things a little differently. I take a student to the task box shelf and we get two boxes. The student, if possible, carries them on their lap. We return to the table and I show the student their mini schedule.
I always use black or yellow strips so that my students can see the two choices presented regardless of visual impairments. My student then chooses which activity to complete first by pointing, looking, or pushing a big mack switch with their desired choice. Then we complete the work together.
I will fade prompts as we get used to using the task box system so that the paraprofessional or myself are acting just as facilitator (holding choices, providing switches, ect.) and the student is completing the work as independently as possible.
Why use this system at all?
It’s very organized. Once it’s set up, it’s set up forever. There are so many free task cards in the Simply Free Library and on Teacher Pay Teachers. It’s easy to switch activities out. I preload the mini schedules according to goals we are working on. They are easy to take data on. Most importantly, we are teaching to complete activities as independently as possible. We all feel proud when we complete something on our own and students deserve that sense of accomplishment as well.
Download the SSE Task Box Labels here.
How do I keep this clean during COVID, especially in a multiple disabilities classroom?
I have students on a an A/B schedule right now. My students are the same boxes during that time. I sanitize them on Tuesday and they sit for 24 hours (Wednesday is a virtual day). I do the same on Friday.
How do I store the extra boxes?
There are many thoughts on this, but here is what I prefer. Simple plastic bags or the photo keeper boxes. I only keep 14 boxes out at a time, so I need to store my other items when we aren’t using them.
Remember, start small. Don’t have too many work boxes out at a time. Especially when you are first teaching students the system. It can be overstimulating for the students and the teachers. Don’t assign too many. I usually assign two-three at a time. I hope you enjoyed this post on how to use task boxes in a multiple disabilities classroom. Let me know if you have any questions!
You can receive free task box materials by signing up for the Simply Free Library here.
