See all Webinars

Webinar:

Special Needs

Intro
{{item.section_description}}
Best Practice #1 — Social Narratives
Use Pixton to create personalized social narratives by identifying social needs and developing a character that resembles the student. Teachers illustrate a challenging scenario, then demonstrate appropriate behavior. See the handout for detailed instructions, activity variations, and differentiation strategies.
Best Practice #2 — Alternative Writing Assessments
Use Pixton as an alternative writing assessment tool by deconstructing writing into key components with a provided rubric. Guide students to express ideas through captions and speech bubbles in separate comic panels. See the handout for detailed instructions, activity variations, and differentiation strategies.
Best Practice #3 — Personalized Visual Schedule
Use Pixton to create personalized visual schedules by gathering class schedules, teacher names, and service details. Teachers design chronological panels with characters representing the student and service providers. See the handout for detailed instructions, activity variations, and differentiation strategies.
Recap
{{item.section_description}}

Associated Research

Amrizal, A. (2022). The effect of comic strip as instructional method in enhancing students’ writing skills. Journal of Education and Teaching, 3(2), 192–202.

Artigliere, M. (2016). Leveraging technology in the classroom: Using comic life software to support literacy. Journal of Teacher Action Research, 2(2), 92–98.

Doepker, G. M., McGrail, E., & Rieger, A. (2018). Using comic books to improve three elementary students’ reading and writing skills: A multi-case study analysis. Read: An Online Journal for Literacy Educators, 3(6), 4–27.

Hayes, G. R., Hirano, S., Marcu, G., Monibi, M., Nguyen, D. H., & Yeganyah, M. (2010). Interactive visual supports for children with autism. Personal and Ubiquitous Computing, 14, 663–680.

Istiq’faroh, N., Suhardi, S., & Mustadi, A. (2020). Improving elementary school students’ creativity and writing skills through digital comics. İlköğretim Online, 426–435.

McCorkle, S. L. (2022). Visual strategies for students with autism spectrum disorders. LC Journal of Special Education, 6, Article 4.

McGrail, E., & Rieger, A. (2015). Increasing understanding and social acceptance of individuals with disabilities through exploration of comics literature. Childhood Education, 92(1), 36–49.

Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141–156.

Terlouw, G., van ‘t Veer, J. T., Prins, J. T., Kuipers, D. A., & Pierie, J. P. E. N. (2020). Design of a digital comic creator (It’s me) to facilitate social skills training for children with autism spectrum disorder: Design research approach. JMIR Mental Health, 7(7), Article e17260.

See Full Handout See Note Pages

Other Webinars

?