Developmentally Appropriate Instruction

Instructional Process for students with low incidence disabilities

 

 

Appropriate developmental assessment drives the design of appropriate DAI instruction.

 

100. Developmental assessment determines student strengths and preferences in each goal domain.

            101. Vocational/ Employment strengths and preferences

            102.  Community-based skill strengths and preferences

            103.  Daily Living skill strengths and preferences

            104.  Functional Academic/ Transition skill strengths and preferences

 

200. IEP team/ evaluation team agrees on attainable goals basedon the strenths and preferences for each student.

            201.  Attainable vocational/ employment goals

            202.  Attainable community-based goals

            203.  Attainable daily living goals

            204.  Attainable functional academic/ transition skills

 

300. IEP team draws on goal banks for designing individualized goals in each DAI domain.

            301.  Vocational/ employment goal bank

            302.  Community-based skills goal bank

            303.  Daily Living skills bank

            304.  Functional Academic/ Transition skills bank

 

400. IEP team designs developmentally appropriate goals and appropriate supports and accommodations for each student in each domain deemed appropriate by the team..

            401. Individualized vocational/ employment goals

            402. Individualized community-based skill goals

            403. Individualized daily living skill goals

            404. Individualized functional academic/ transition skill goals

 

500. Instructional staff delivers individual and small group instruction with appropriate supports and accommodations for each goal.

            501. Specially designed vocational/ employment instruction

            502. Specially designed community-based skill instruction

            503. Specially designed daily living skill instruction

            504. Specially designed functional academic/ transition skill instruction

 

When designing instructional goals, the team should also give consideration to the possibility that some student strengths will have multiple applications in more than one goal domain.