Following our successful first publication, E.S.E. Activities, we have been requested to offer additional, practical activities for Special Education students. Of course, it is no secret that most, if not all, of the activities we have discussed (and have used in our classrooms) are available and useful for nearly all students, for nearly all ages.

One word of explanation: The E.S.E. Project is an on-going program at our special education center school. It began in the summer of 2003 as the Economic Supported Education Project (or the E.S.E. Project) and has continued to broaden its objectives. Initially, its focus, as envisioned and developed by us, was to allow our students to experience real world social and work conditions, to develop their own proficiencies and to realize some degree of success. The program has continued to expand and include more aspects of real world conditions so critical to the successful transition of special education youth to industrious, thriving young adults and productive citizens.

While our primary concern and interest has been the special education student, who, for innumerable reasons, faces obstacles and challenges that the non-special education student does not, we are most interested in educating all of our young future citizens. We desire to make educational activities as pertinent and meaningful as possible for all educators and students no matter what ability level or circumstances.

Having used our activities with special education and non-special education students of all ages, we have re-confirmed that kids do enjoy learning and do learn through enjoyable activities. And, we can attest, not only do kids enjoy learning or participating in enjoyable activities, but so do most adults.

The key, therefore, for working with special education students is to design activities and programs in which they can understand, master and have the ability to fairly compete with the other participants. On the part of the teacher, this takes creativity, flexibility, adaptability, and an understanding of the individual students capabilities. The teacher will also develop and gain trust of the students after they successfully participate in one or two activities. Success breeds a willingness to experiment and participate in new activities.

Moreover, each of these activities, as any teacher will recognize, may be modified to meet the specific needs of his/her students; be they special education students or not. These activities may, therefore, serve as templates to be used, modified or adapted as need be.

As in our previous book, E.S.E. Activities, this book has been structured so that each activitys chapter is formatted the same way. Each includes a chart of Prerequisite Skills that identify the minimum skill levels students should have for successful participation in the activity. A list of the students anticipated Goal Skills follows. Next a Materials list is included itemizing what you will need to complete the activity. Each activity has a set of Teaching Objectives that may be used to help formulate lessons and lesson plans.

The Narrative and Description follows with as detailed and informative description of the activity as possible. Keep in mind that each of these activities may be extended or modified in any number of ways so as to allow the teacher the discretion of utilizing them to their fullest possible extent. Often a student anecdote is also included in the retelling of the evolution of some of these activities.

In the Lessons Learned section, we try to make some sense of the activity and offer some of our observations of students participation in the activity. In some cases, some of these activities have an immediate impact on students: they want to participate, they actively participate, and they buy into and begin to use new skills. In other cases, some students are reluctant to participate, but over time, with a little well reasoned coaxing, they may take their place along side other students and truly and fully participate. This is a very rewarding experience for them (and for the teacher).

In the final section of each activity chapter, Sample Documents, if applicable or available, are offered for use. Please feel free to modify them in anyway that is most suitable or productive for your situation.

The one constant, we hope, is that they will be sufficiently of interest to the student and that the teacher will perceive their educational benefit. This is best of all possible circumstances, and with this goal in mind, we trust that the teacher will enjoy and that the students will benefit.