Instruction for Students With Significant Disabilities Using the Four 有显著残疾学生教学使用四.pptVIP

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Instruction for Students With Significant Disabilities Using the Four 有显著残疾学生教学使用四.ppt

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Instruction for Students With Significant Disabilities Using the Four 有显著残疾学生教学使用四

GSEG III: PACIFIC Assessment Regional Project Accessing Instruction Within the Context of What all Students Are Learning Can the targeted student comprehend information shared during instruction using the materials provided? Can the student interact with materials, communicate, and demonstrate knowledge? Will the student be interested in the activity and remain engaged long enough to learn? July 2009 * These 3 questions are linked to the Principles of Universal Design for Learning (CAST) * * * * * * * * * * ILSSA AGC/3LID/AT * * * * * * * * * AGC/3LID/AT Inclusive Large Scale Standards Assessment, IDHI/UK Identify the instructional activities. All the activities that are used to teach, learn, practice, and apply the skills indicative of the grade level standards need to be delineated. These activities might include research, individual/small/large group work, hands-on experiential learning, as well as lecture, reading and writing, and quizzes and tests. Then plans for active and meaningful participation by students with significant cognitive disabilities within each activity must be made. It is important to remember that if an activity is important for typical students, it must also be important for students with disabilities and should not be summarily dismissed as not meaningful. Rather, the activity should be made accessible or meaningful for students with significant cognitive disabilities. In this step, a careful description and analysis of the instructional activities developed to teach the grade level content standards will help to clarify the barriers in the instructional environment that may interfere with student learning and determine if supports typically in place (Step 2, Define the outcome of instruction for all students) are providing appropriate and effective solutions. Solutions to these barriers should ensure that the student with disabilities has equitable access to instruction and curriculum when compared to all other