This portfolio provides an overview of how I individualize my lessons and activities to meet the unique needs of each of my students. No two learners are the same, and my priority is always to meet them where they are, and build on their strengths while supporting their areas of need.
I often integrate:
TEACCH Work Systems
Visual Supports
Language Modelling
Shared Reading
Play-based Learning
Some activities may look similar across different students, but the objectives, prompts, and level of support are highly individualized. I adjust each task so it strengthens the right skills at the right time.
Max was initially hesitant to use writing tools. As his interest in letters grew, I introduced sticker-peeling activities to strengthen his pincer grasp in a fun, low-pressure way. This helped build comfort with stamps, markers, and other materials that give immediate visual feedback, which were all highly motivating for him.
With magnetic letters, I guided Maddy through blending simple CVC words like cat. When her attention drifted, I offered gentle hand-over-hand prompting to help her connect the letters. As she grew more confident, she began producing the sounds independently and matching letters accurately.
Using flashcards and magnetic letters, I introduced early letter-sound connections. I began by modelling how to match 1–2 letters, and Max completed the rest. Over time, he began verbalizing the sounds and eventually mastered matching and labelling the letters on his own.
To build consistency and independence, I used familiar literacy tasks paired with simple fine motor activities such as dot stickers and rock crayons. These activities support early handwriting readiness while keeping routines structured and success-oriented.
Maddy strengthened her hand control and visual-motor coordination through vertical line tracing. With modelling and practice, she became increasingly confident and independent.
During The Very Hungry Caterpillar, Maddy matched story elements onto a felt board as we read. This multisensory approach supported sequencing, vocabulary, and engagement.
Lucas learned to answer questions like “What day is it today?” and “What day was it yesterday?”, an important milestone that connects literacy to daily routines and independence. When I first met him, he didn’t know the days of the week or months of the year. His progress has been remarkable, and I’m incredibly proud of how far he’s come.
Using blocks to add or remove quantities helped Lucas visualize number concepts clearly. This concrete experience built the foundation for more abstract problem-solving.
To build skills for early writing, Max practised stamping within 3 cm squares to build precision, spatial awareness, and sustained attention.