appropriate format, requesting assistance from peers and adults, personal care) Direct community based instruction to foster independent living skills Direct instruction in appropriate postural/body gestures Instruction in use of SAS: (name/document specific aid) Other: Physical Functioning Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Instruction using video self-modeling One-on-one instruction Differential reinforcement Small group instruction Modeling Partial participation Instruction in using verbal, visual, written, Modified equipment and physical prompts and cues (auditory/tactual/visual cues) Corrective feedback with re-teaching Modified vs. hand-over-hand Modified activities, and guidance assignments Redirection Self-instruction Instruction in how to use self-instruction Self-monitoring Self-monitoring strategies Self-talk Instruction in how to use self-talk Extended time System of least prompts Shortened time Instruction in how to use visualization Peer tutor Instruction using social stories Shorter distances Direct instruction in specific skills Decreased level of difficulty Direct instruction in Orientation & practice of skills Mobility skills to foster safe and goal/target independent travel in familiar/unfamiliar Alternate activities environments Adapted playing area (smaller, obstacles Mental mapping skills removed, etc.) Directionality/spatial awareness concepts Well-defined boundaries (clearly marked Human guide techniques in contrasting colors, tactual, etc.) Instruction in use of SAS: White Cane (name/document specific aid) Human guide Other: Larger/auditory goal/target Larger/lighter bat, racquet, etc. Frequent rest periods Slower activity pace Assistive technology Adaptive devices pencil grips or – special pen or pencil holders, erasable
appropriate format, requesting assistance from peers and adults, personal care) Direct community based instruction to foster independent living skills Direct instruction in appropriate postural/body gestures Instruction in use of SAS: (name/document specific aid) Other: Physical Functioning Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Instruction using video self-modeling Differential reinforcement Modeling Instruction in using verbal, visual, written, and physical prompts and cues Corrective feedback with re-teaching vs. hand-over-hand guidance Redirection Instruction in how to use self-instruction Self-monitoring strategies Instruction in how to use self-talk System of least prompts Instruction in how to use visualization Instruction using social stories Direct instruction in specific skills Direct instruction in Orientation & Mobility skills to foster safe and independent travel in familiar/unfamiliar environments Mental mapping skills Directionality/spatial awareness concepts Human guide techniques Instruction in use of SAS: (name/document specific aid) Other: One-on-one instruction Small group instruction Partial participation Modified equipment (auditory/tactual/visual cues) Modified Modified activities, and assignments Self-instruction Self-monitoring Self-talk Extended time Shortened time Peer tutor Shorter distances Decreased level of difficulty practice of skills goal/target Alternate activities Adapted playing area (smaller, obstacles removed, etc.) Well-defined boundaries (clearly marked in contrasting colors, tactual, etc.) White Cane Human guide Larger/auditory goal/target Larger/lighter bat, racquet, etc. Frequent rest periods Slower activity pace Assistive technology Adaptive devices – pencil grips or special pen or pencil holders, erasable
IEP%20and%20Lesson%20Plan%20Development%20Handbook.docx