1 / 8

Guiding Principles for Designing Instruction

Guiding Principles for Designing Instruction. Self-determination: honor students’ preferences Family- & culture-centered planning Educational accountability: all students can learn & deserve high quality instruction

fiona-cash
Télécharger la présentation

Guiding Principles for Designing Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Guiding Principles for Designing Instruction • Self-determination: honor students’ preferences • Family- & culture-centered planning • Educational accountability: all students can learn & deserve high quality instruction • Personalized curriculum: draw from both adaptations of academic curriculum & life skills the students need for current & future environments • Inclusion: enhance participation in inclusive settings • Functional & age-appropriate skills: daily living and appropriate to students chronological age • Choice: encourage choice-making • Research as a resource for practice: data-based intervention research provides resource for what & how to teach

  2. Team Process • Collaboration by a team of professionals is essential • Must take into consideration the characteristics of the individual: • strengths & needs • Consider the environment in which student functions and will function in the near future • Include objectives for the student that are tied to the general curriculum

  3. Monthly/ Quarterly

  4. Individual Student Planning • Multi-disciplinary Team approach • “One Voice” • Involving GE, SPED, other services • Review data, schedule and outline actions to better support student • 1 time per/ mon. until establish success • No longer than 45 minutes • Agenda with action plan

  5. Purpose of Assessment • Capacity Building vs Deficit Finding • Capacity Building (O’Brien & Mount, 1991) • Focus on strengths and preferences • Avoid use of standardized assessments that are not appropriate to a student because of physical or sensory impairments or cultural differences • Use of observations & interviews

  6. Deficit-finding Perspective • “Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping

  7. Capacity-building perspective • “Rebecca is a 16-year old girl with brown eyes and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

More Related