IEP and Lesson Plan Development

Handbook

of

Specially Designed Instruction

and

Supplementary Aids and Services

Kentucky Special Education Cooperatives

May 2003


Introduction

This document is a compilation of several documents created by local school districts and Special Education Cooperatives. Section 1 is included to give some examples of what Specially Designed Instruction (SDI) and Supplementary Aids and Services (SAS) could look like in different areas of disability. Section 2 highlights some of the modifications and adaptations that can be made regarding the purpose and appropriateness of the task, the complexity of the task, the size of the task, the time allotted, the pace, the environment, the order of learning, the procedures and routines, the resources and materials, the application and demonstration of knowledge, the level of support and independence, participation, and motivation.

As you review Section 1, please keep in mind that many of the instructional strategies and support suggestions can be placed in both the SDI and the SAS columns. This subcommittee followed guidelines set by Kentucky’s Special Education Cooperatives and personnel from the Kentucky Department of Education.

NOTE: “Assistive technology” is a broad term. The ARC should describe the assistive technology that is needed by the student (i.e., dynamic screen; direct-select augmentative device with voice output; tape recorder for dictating and transcribing.).

Specially Designed Instruction (SDI) means adapting as appropriate the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum included in the Program of Studies. 707 KAR 1:280 Section 1 (51)

This designation covers what the teacher does—strategies she/he uses to instruct and assess the students in the Academic Expectations, Kentucky’s Learner Goals, and the Program of Studies. If instruction is required for students to benefit from a material, resource, aid, strategy or service, it should be described as specially designed instruction.

Supplementary Aids and Services (SAS) means aids, services, and other supports that are provided in regular education classes or other education-related settings to enable a child with disabilities to be educated with nondisabled children to the maximum extent appropriate. 707 KAR 1:280 Section 1 (54)

This designation includes strategies, aids, and services that the student needs in order to learn on a fair level with her/his peers. If the student requires specific materials, resources, aids, strategies or services to gain access to the general education curriculum, it should be described as a supplementary aid and service.

Section 1: IEP Development
COMMUNICATION
Non-Verbal
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Visual, written, verbal, physical, picture prompts and cues
q Cue cards
q Graduated guidance
q System of least prompts
q Direct instruction of American Sign Language
q Computer assisted instruction
q Multiple-modality strategies
q Use of body language
q Attending to speaker
q Other / q  Visual, written, verbal, physical, picture prompts and cues
q  American Sign Language
q  Communication systems
q  Switch activated devices
q  Augmentative communication devices
q  Dynamic screens
q  High technology communication devices
q  Communication boards/books/cards
q  Picture based communication
q  Establishing and maintaining eye contact
q  Switch accessible
q  Scan accessible
q  Educational interpreter
q  Other
Listening Comprehension
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Direct instruction in listening strategies
q Modeling
q Chunking
q Written prompts or directions
q Preview-Teach-Review
q Alternative note-taking
q Graphic organizers
q Pre-teach critical information and vocabulary
q Other / q Repeated directions
q Frequent comprehension checks
q Visual prompts
q Alternative note-taking
q Extended processing time
q  Paraphrasing, re-phrasing, and summarizing
q Extended time
q Previewing questions
q Preferential seating
q Advanced organizer
q Focus, concrete statements
q Tape recorder
q Highlighting key words
q Listening guides
q Other
Expressive Language/Oral Expression
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Verbal prompts
q Cue cards
q Visual prompts
q Guided repetitions
q Rehearsal, use of scripts
q Time delay strategies
q Modeling
q Conversational skills (i.e., initiating, maintaining, ending)
q Word retrieval drills: categories, attributes, functions
q Questioning techniques
q Other / q Verbal prompts
q Cue cards
q Visual prompts
q Extended response time
q Allow written tests
q Recorded materials
q Preferential seating
q Directions in multiple forms (i.e., restate, rephrase, oral directions)
q Oral reading on volunteer basis
q Rehearsal, use of scripts
q Alternative assessments in place of oral reports (i.e., displays, projects, written, etc.)
q Video self-modeling
q Questioning techniques
q Other
Voice
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Modeling
q Vocal strategies
q Social skills
q Calming strategies
q Self-monitoring strategies
q Visualization techniques
q Recognition of vocal abusive patterns
q Oral motor intervention
q Other / q Self-monitoring checklists
q Calming strategies cues
q Variety of questioning techniques
q Signal system for recognizing abusive vocal patterns
q Other
Fluency
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Modeling
q Starter techniques
q Maintaining eye contact
q Choral responses
q Reading responses
q Specially Designed Instruction (SDI)
What the teacher teaches (Continued) / q Extended response time
q Opportunity to speak first in oral group situations
q Individual instead of group presentations
Supplementary Aids & Services (SAS)
What the student needs (Continued)
q Relaxation strategies
q Other / q  Relaxation strategies
q  Self-monitoring
q  Other
Receptive Language
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)
What the student needs
q Visual, written, picture prompts and cues
q Modeling
q System of least prompts
q Simultaneous prompting
q Time delay
q Verbal cues
q Core vocabulary with cue cards
q Visualization
q Verbal rehearsal
q Cloze procedures
q Direct instruction
q Auditory bombardment of language targets
q Verbal repetition
q Mnemonic strategies
q Pre-teach critical information
q Understanding humor and absurdities
q Train elements of critical thinking
q Making inferences and predictions
q Drawing conclusions and making generalizations
Other / q Preferential seating
q Repetition of directions
q Simple directions
q Gestures and visual cues
q Paraphrasing and rephrasing
q Visual prompts
q Picture schedule
q Picture cues
q Sentence strips
q Tape recorder
q Self cueing strategies
q Gradually building complexity of task
q Teacher Wait time
q Other


Pragmatics

Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Social scripting
q Social stories
q Written prompts
q Modeling
q Verbal prompting
q Guided responding
q Environmental prompting (i.e., personal space awareness)
q Chaining
q Shaping
q Video self-monitoring
q Role playing
q Conversational turn-taking, initiating/terminating conversation, commenting, and asking questions
q Relevant emotion/feeling word
q Other / q Role playing
q Monitoring and quick feedback
q Peer buddy/monitor
q Sensory issues addressed
q Opportunities for turn-taking, initiating/terminating conversation, commenting, and asking questions
q Environmental prompts (i.e., personal space awareness)
q Other
Articulation/Phonology
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Auditory discrimination training
q Modeling
q Mirror training
q Oral motor exercises
q Repetitive drill/trials
q Touch cues
q Minimal pair drills
q Auditory bombardment
q Guided rehearsal
q Discrete phoneme production training
q Oral motor desensitization/stimulation
q Oral prompts
q Phonemic awareness training
q Other / q Time delay
q Use of FM system
q Tape recorder
q Tactile cues
q Visual cues
q Kinesthetic cues
q Extended response time
q Correct speech samples
q Verbal cues for correct speech sounds
q Modeling of correct speech patterns when student makes incorrect speech patterns
q Oral prompts
q Preferential seating
q Vocabulary cue cards
q Color coded key words
q Computer support
q Step-by-step directions
q Other


ACADEMICS

Basic Reading
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Grapho-Phonic strategies (visual/auditory) including letter/sound knowledge, phonemic awareness, decoding
q Visual strategies including word recognition and visual memory for words
q Auditory strategies including language structure at the word, sentence, and text level
q Fluency
q Meaning strategies including word meanings and associations and precision in word usage
q Identifying and pronouncing words and reading fluently orally includes:
§  using content clues;
§  visual word recognition strategies including environmental print;
§  word analysis strategies such as prefixes, suffixes, compound words and word derivations;
§  text management strategies such as rereading/reading ahead, deep reading, skimming/scanning;
§  decoding strategies such as identifying word families, chunking, point & slide, looking for known words inside words;
§  Crosscheck across systems (does the word make sense, sound like language, do the letters match the sounds) or ask another reader. / q Graphic organizers
q Prompting and cueing
q Recorded materials
q Oral/visual presentation of materials above independent reading level
q Extended time
q Large print
q Highlighted material
q Braille
q Manipulatives (i.e., letter tiles, flash cards, etc.)
q Access to technology (i.e., computer, software, voice-to-text software, etc.)


Reading Comprehension

Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Graphic organizers
q Modeling
q “Cloze” procedures
q Mnemonic strategies
q Advance organizers
q Visual prompts
q Pre-teaching concepts/vocabulary
q LEARN or KWL strategy
q Verbal summarization
q Open-ended stories
q QAR (question, answer, response)
q Choral reading
q Paired reading
q Echo reading
q Visual imagery
q Story mapping
q Think aloud
q Direct instruction in: monitoring for meaning, determining importance, creating mental images, synthesizing, relating new to known, questioning, inferring
q Other / q Recorded books with appropriate pacing
q Recorded materials
q Highlighting
q Large print
q Braille
q Reader
q Paraphrasing
q Oral/visual presentation of materials above independent reading level
q Manipulatives (i.e., story strips, etc.)
q Advance organizers
q Visual prompts
q Note-taking guides
q Study guides
q Other
Written Language
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Graphic organizers
q Modeling
q Tactile kinesthetic tracing
q Repetitive practice
q Advance organizers
q Visual and physical prompts and cues
q Small group instruction
q Structured approach to sentence writing
q Direct instruction in the writing process including: prewriting activities, writing, revising, editing, and publishing
q Direct instruction in idea development,
Specially Designed Instruction (SDI)
What the teacher teaches (Continued) / q Scribe (specify how and when a scribe will be used)
q Paraphrasing
q Assistive technology
q Advance organizers
q Cue cards (i.e., definitions, examples, story starters, picture prompts, etc.)
q Graphic organizers
q Journals, logs, notebooks
q Rubrics/scoring guides to guide
q Editing checklists
q Production of written pieces
q Mnemonic strategies
q Error monitoring, self-monitoring
Supplementary Aids & Services (SAS)
What the student needs (Continued)
q Structural patterns, sequencing, organization, standards of correctness, awareness of audience and purpose
q Direct instruction in open-response writing, writing-on-demand, transactive writing, personal writing, literary writing, reflective writing, and writing-to-learn (graphic organizers, journals, note-taking)
q Other / q Modified tests and assignments
q Copies of overheads (notes, directions, organizers, etc.)
q Preferential seating
q Highlighting
q Color coded direction words
q Student paraphrasing of directions
q Raised line paper
q Manipulatives (i.e., sentence strips, word cards, personal and classroom word banks, etc.)
q Tape recorder to talk into and write from
q Pencil grips
q Retaking of tests
q Access to technology (i.e., computer, software, tape recorder, voice-to-text software)
q Other

Math Calculation and Reasoning

Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q Multi-sensory teaching strategies
q Time delay
q Most to least prompts
q Modeling
q Direct instruction in computation and reasoning strategies, word problem strategies
q Guided practice
q Mnemonic strategies
q Chunking
q Touch five coin counting strategy
q Direct instruction in use of a calculator
q Other
Specially Designed Instruction (SDI)
What the teacher teaches (Continued) / q Mnemonic strategies
q Cue cards with problem solving strategies, definitions, examples, models, flow chart, process steps)
q Small group instruction
q Visual, non-verbal, verbal, physical, picture, and written prompts and cues
q Repetitive practice
q Modified tests/assignments
q Advanced organizers
q Copies of overheads including notes, organizers, examples
q Extended time
q Graph paper/vertical lined paper
q Manipulatives
q Calculator
q Number line
Supplementary Aids & Services (SAS)
What the student needs (Continued)
q Study guides
q Peer buddy/peer tutoring
q Oral presentation of materials/assessments
q Assistive technology
q Other


VOCATIONAL

Task Completion/On Task Behavior
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs

q  Modeling
q  Partial participation
q  Self-talk
q  Video self modeling
q  Differential reinforcement
q  Self-monitoring/evaluation
q  Student task analysis
q  Graphic organizer
q  System of least prompts
q  Simultaneous prompting
q  Cueing (verbal, nonverbal, visual, picture, photo, etc.)
q  Other / q  Modified tests and assignments
q  Use of timer
q  Dual set of materials for school and home
q  Paraphrasing
q  Extended time
q  Rubrics and scoring guides
q  Peer tutor
q  Mentors
q  Oral presentation of materials
q  Redirection and corrective feedback
q  Behavior contract
q  Environmental modifications
q  Assistive technology
q  Work systems
q  Graphic organizers
q  Cue cards (i.e., definitions, examples, models, flow chart)
q  Previewing assignment
q  Other
Following Directions
Specially Designed Instruction (SDI)
What the teacher teaches / Supplementary Aids & Services (SAS)

What the student needs