ways that students may use technology while learning and demonstrating learning are topics for professional development, and include: communication devices that compensate for a to produce independent speech. student’s physical inability alternate access devices that compensate for a to point to responses, turn pages in student’s physical inability a book, or use a pencil or keyboard to answer questions or produce writing. Guidance and Support The authors of the CCSS use the and at the earliest grade levels to indicate words “prompting support” when students are not expected to achieve standards completely independently. Generally, to “prompting” refers of saying something to persuade, encourage, or remind someone to do or “the action say something” (McKean, 2005). However, in special education, prompting is often used to mean a system of structured cues to elicit desired behaviors that otherwise would not occur. In order to clearly communicate that teacher assistance is permitted during instruction of the DLM EEs and is not limited to structured prompting procedures, the decision was made by the stakeholder group to use the more general term throughout the DLM EEs. guidance Guidance and support during instruction should be interpreted as teacher encouragement, general assistance, and informative feedback to support the student in learning. Some examples of the kinds of teacher behaviors that would be considered guidance and support include verbal supports, such as getting the student started (e.g., to do “Tell me what first.”), providing a hint in the right direction without revealing the answer (e.g., Student wants to write but dog is unsure how, so the teacher can write the first letter in the word, /d/og might say, “See if you [phonetically pronounced].”), using structured technologies such as task-specific word banks, or providing structured cues such as those found in prompting procedures (e.g., least-to-most prompts, simultaneous prompting, and graduated guidance).
ways that students may use technology while learning and demonstrating learning are topics for professional development, and include: communication devices that compensate for a student’s physical inability to produce independent speech. alternate access devices that compensate for a student’s physical inability to point to responses, turn pages in a book, or use a pencil or keyboard to answer questions or produce writing. Guidance and Support The authors of the CCSS use the words “prompting and support” at the earliest grade levels to indicate when students are not expected to achieve standards completely independently. Generally, “prompting” refers to “the action of saying something to persuade, encourage, or remind someone to do or say something” (McKean, 2005). However, in special education, prompting is often used to mean a system of structured cues to elicit desired behaviors that otherwise would not occur. In order to clearly communicate that teacher assistance is permitted during instruction of the DLM EEs and is not limited to structured prompting procedures, the decision was made by the stakeholder group to use the more general term guidance throughout the DLM EEs. Guidance and support during instruction should be interpreted as teacher encouragement, general assistance, and informative feedback to support the student in learning. Some examples of the kinds of teacher behaviors that would be considered guidance and support include verbal supports, such as getting the student started (e.g., “Tell me what to do first.”), providing a hint in the right direction without revealing the answer (e.g., Student wants to write dog but is unsure how, so the teacher might say, “See if you can write the first letter in the word, /d/og [phonetically pronounced].”), using structured technologies such as task-specific word banks, or providing structured cues such as those found in prompting procedures (e.g., least-to-most prompts, simultaneous prompting, and graduated guidance).