Developmentally Appropriate Instruction
Instructional
Process
Appropriate developmental assessment drives the design of developmentally appropriate instruction. Age appropriate instructional materials are not necesarily the same as developmentally appropriate instructional materials. Chronological age of a student is not always equal to the developmental age of a student. The DAI system is an instructional system that considers the developmental age of a student by using a system of psychological probes that a multi-disciplinary team can use to determine a student's strengths and preferences. Based on the data developed by that team, age appropriate, individualized instruction can be designed for that student.
THE DAI PROBE PROCESS
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.
CLICK ON THE FOLLOWING ITEMS TO SEE RELATED PAGES.
CLICK HERE TO SEE AN ANALYSIS OF DAI PROBE RESULTS
CLICK HERE TO SEE A PROCESS CHART FOR DAI.
CLICK HERE TO READ A THEORY OF HIERARCHICAL INSTRUCTION STANDARDS.
CLICK HERE TO SEE THE ENTIRE DAI PROBE SYSTEM PROTOCOL DATA COLLECTION FORMS.
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The Special Education resources contained on this site are based on my 13 years of experience teaching medically fragile students in adaptive life skills public school classrooms.Pops Spedster And Company makes no representations about the accuracy of information from third party sources contained on this site, nor do we accept any responsibility for the use of this information.While we aspire to present best practices in serving a medically fragile student population, scientific developments and research have created a fertile environment of approaches to instruction that have resulted in a changing pedagogical discipline that works to improve the lives of people with developmental disabilities.- James M. Kemp/ AKA Pops Spedster. |
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