Section 200.1 Definitions:Special Education:EMSC::NYSED
Indicator: Instructional Practice Component: Effective implementation of specially-designed instruction
- Does the specially designed instruction improve student learning?
Quality Indicators Look For Comments/Evidence Roles and responsibilities of service providers are clearly defined and implemented.
- Special educators, related service providers and general education staff work together to enhance/unify instructional planning and implementation.
- Educators can describe student needs and their implications.
Delivery of instruction maximizes student learning.
- All educators have realistic, high expectations for student learning.
- Decisions about provision of instruction (pacing, frequency, duration, alternate approaches) are based on each student’s individual needs.
- The learning process is structured to include multiple, varied opportunities for student participation in classroom instruction.
- Materials used for student practice are meaningful and lead to the desired learning outcomes.
- A variety of instructional strategies are used to address student goals.
- Teachers adjust instruction based upon student response to learning.
- Instructional groups (composition and size) are fluid and flexible to address student needs as assessed through progress monitoring.
- Instructional decisions are data-based and supported by evidence and/or practitioner observations.
Instructional groups are appropriate to support learner outcomes.
- Instructional groups are based on learner needs in the areas of academics and learning characteristics, social, physical and management needs rather than disability category.
- Classroom teaming provides opportunities for increasing instructional intensity for students with disabilities in the general education classroom.
- Supplemental instruction addresses student needs for targeted skill development.
Supplemental supports and services are effectively used
- Students are provided with and taught effective ways to use assistive technology to support their individual learning needs.6
- Instructional materials are available to students in alternate formats.
- The roles of different members of classroom teams, including supplemental school personnel (teaching assistants and teacher aides7 are designed and implemented for efficiency and effective practice.
- Roles of paraprofessionals are clearly defined and support development of student independence.
- Heward, William. Ten Faulty Notions about Teaching Special Education
- National Resource Center for Paraprofessionals at http://www.nrcpara.org/
- Special Connections - Connecting Educators to strategies That Work at http://www.specialconnections.ku.edu/?q=instruction/universal_design_for_learning
- Swanson, H.L. Searching for the Best Model for Instruction Students with Learning Disabilities at http://nichcy.org/research/summaries/abstract35
- The Power of Two (co-teaching) at http://www.powerof2.org
Special Designed Instruction checklist
Special Designed Instruction Examples