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| Instructional Design for Students with Special Needs: Identifying Critical/Variable Attributes for Effective Programming |
| Saturday, May 28, 2005 |
| 8:00 AM–11:00 AM |
| Stevens 3 (Lower Level) |
| Area: DDA; Domain: Applied Research |
| CE Instructor: Alison L. Moors, M.A. |
| ALISON L. MOORS (Fabrizio/Moors Consulting), KELLY J. FERRIS (Fabrizio/Moors Consulting), MICHAEL FABRIZIO (Fabrizio/Moors Consulting), HOLLY ALMON (Fabrizio/Moors Consulting), LESLEY LUCAS-PAHL (Fabrizio/Moors Consulting) |
| Description: Once teachers have established scope and sequences from students Individualized Education Plans (IEPs) or assessment reports, they must still create a plan for how they will break up the skills into teachable units. To divide each skill into teachable units, teachers must (1) identify the critical and variable attributes of instructional stimuli and (2) plan for cumulative programming within the instruction. This workshop will help teachers identify critical and variable features to better design appropriate instructional sequences and plan systematically for ongoing cumulative review necessary to facilitate student learning and skill retention of what they have learned thus far within any given instructional sequence. |
| Learning Objectives: At the completion of this workshop, participants will be able to: - Identify critical and variable attributes of instruction. - Identify the boundaries of critical attributes. - Design instructional sequences based on the identified critical features. - Plan for cumulative programming within instruction. - Learn to Fast Cycle through the designed sequence based on students performance. |
| Activities: Group and individual practice discrimination critical from variable attributes; Individual practice outlining critical attributes of a skill; Practice writing instructional sequences; Writing instructional sequences with cumulative programming; Drawing Fast Cycle tracks on instructional sequences based on data based decisions. |
| Audience: Professionals whose job descriptions include program/instructional design for students with special needs. |
| Content Area: Practice |
| Instruction Level: Intermediate |