Instruction on maintaining eye contact Instruction using choral responses Instruction using reading responses Instruction of relaxation strategies Other: to speak first in oral group situations Individual instead of group presentations Relaxation strategies Self-monitoring Other: Receptive Language Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Scaffolded Instruction to use visual, written, picture prompts & cues Modeling System of least prompts Simultaneous prompting Time delay Instruction in how to respond to verbal cues Instruction of core vocabulary with cue Instruction in using visualization Instruction in using verbal rehearsal Cloze procedures Auditory bombardment of language targets Verbal repetition Instruction of mnemonic strategies Pre-teach critical information Instruction for understanding of and absurdities Explicitly elements of critical thinking Explicit Instruction in how to make inferences and predictions Explicit Instruction in how to draw conclusions and make generalizations Preferential seating Repetition of directions Simple directions Gestures and visual cues Paraphrasing and rephrasing Visual prompts Concrete to abstract representations Picture schedule Picture cues Tactual cues Object to picture schedule Calendar/routine system Sentence strips Tape recorder Self-cueing strategies Gradually building complexity of task Teacher wait time
Reading Comprehension Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Explicit Instruction in how to use graphic organizers Modeling Instruction in “Cloze” procedures Mnemonic strategies Instruction using advance organizers Instruction using visual prompts Pre-teaching concepts/vocabulary Strategy Instruction; for example, strategy List what you know Explore what you want to know Access information Reflect on what you’re learning Now make connections KWL Strategy List what you Know Tell what you Want to know Tell what you Learned Instruction in verbal summarization Instruction using open-ended stories QAR (Question, Answer, Response) strategy Instruction using choral reading Instruction using paired reading Instruction using echo reading Instruction visual imagery Instruction using story mapping Modeling through Think aloud strategy Direct Instruction in: monitoring for meaning, determining importance, creating mental images, synthesizing, relating new to questioning, inferring Direct instruction and support for specialized software and equipment Applying Braille reading (or use of low vision devices for literacy tasks) in authentic contexts Instruction in hand/finger skills, tactile discrimination/perception skills Recorded books with appropriate pacing Recorded materials Electronic/digitized materials Highlighting Large print materials/textbooks (specified font size) Standard text to accompany print text for colored illustrations/maps Braille Refreshable Braille Braille N’ Speak Type N’ Reader Paraphrasing Oral/visual presentation of materials above independent reading level Manipulatives (i.e., story strips, etc.) Advance organizers Tactual graphics Visual prompts Frequent rest breaks to reduce eye fatigue and strain Limit visual clutter/stimuli Slant board/stand Note-taking guides guides Highlighted study guides Use of black marker ONLY on dry erase board Talking books Screen enlargement software Magnifier Monocular/Binocular Colored overlays for reduction (specify color) Copy of notes written on the board Regular text along with large print texts for colored illustrations and maps Reading Sticky notes or highlighter to mark key points in the textbook or manual
Integrated use of visual skills (e.g., scanning for information, reading charts, graphs, maps) Direct Braille code instruction Direct instruction in functions and use of portable note-taking device (e.g., BrailleNote, VoiceNote, Braille ‘n Speak) Direct Instruction on functions and use of low vision devices (assistive technology for near and distance viewing) Instruction in use of SAS: (name/document specific aid) Other: List of important vocabulary with definitions Demonstration of steps and procedures Study guide to follow for independent reading Complex information divided into chunks or sections Hands-on activities, visual aids, pictures, or diagrams to provide alternate ways of learning abstract concepts or complex information. Written Language Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Explicit instruction in graphic organizers Modeling Tactile kinesthetic tracing Guided Practice through Repetition Explicit Instruction using advance organizers Visual and physical prompts and cues Small group instruction in writing process Explicit structured approach to sentence writing Explicit Instruction in the writing process including: prewriting activities, writing, revising, editing, and publishing Direct instruction in idea development, structural patterns, sequencing, organization, standards of correctness, awareness of audience and purpose Direct instruction in open-response writing, writing-on-demand, transactive writing, personal writing, literary writing, reflective writing, and (graphic organizers, journals, note-taking) Direct instruction in mechanics and usage of slate/stylus Direct Instruction in mechanics and use of Braillewriter/Note taking device Scribe (specify how and when a scribe will be used) Paraphrasing Assistive technology Advance organizers Cue cards (i.e., definitions, examples, story starters, picture prompts, etc.) Graphic organizers Journals, logs, notebooks Rubrics/scoring guides to guide Editing checklists Production of written pieces Mnemonic strategies Error monitoring, self-monitoring Modified tests and assignments Copies of overheads directions, organizers, etc.) Preferential seating Scribe for obscan sheets Write on the test itself instead of an answer sheet Webs, diagrams, or charts and outlines to plan and respond to open-ended or essay questions Highlighting Color coded direction words Student paraphrasing of directions Raised line
Instruction in use of SAS: (name/document specific aid) Other: Self-Evaluation 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 task analysis Self-monitoring strategies Instruction in verbal prompts and cues Instruction in using visual prompts /cues Direct instruction in self-evaluation Modeling Mnemonic strategies Direct instruction in self-advocacy skills Instruction in use of SAS: (name/document specific aid) Other: Picture cues Work systems Rubrics and scoring guides Progress graphs Checklists Peer editing Self-monitoring Other: Social Competence 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 Instruction in using verbal prompts and cues Instruction in using visual prompts and cues Instruction in written prompts and cues Direct instruction in replacement behaviors Modeling Corrective feedback with re-teaching Instruction in student study teams Planned ignoring Direct instruction in explicit social skills Instruction using role playing De-escalation strategies Relaxation strategies Direct instruction in self-advocacy skills (vision portfolio, accessing materials in Student repeats directions Frequent, positive feedback and specific praise home contact Contracts Student-created reinforcement menu Sequential directions Short, concise directions Frequent breaks Opportunities for movement Signal, inference cues Proximity control Structured transitions Reinforcement menu Peer tutor/buddy Repeated practice of learned skills in authentic, non-pervasive environments/situations Other:
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