Our learning objectives are that you will be able to describe the major elements of universal design for learning, identify specific strategies such as systemic instruction or self-determination to develop instruction that is aligned with standards-based IEP goals and objectives for this population of students with moderate to severe disabilities, and describe how to create standards-based instructional plans for this group of students who access the curriculum at various levels, including multiple communication modes of responses.
Strategies to Teach Standards
Let’s start with strategies to teach the standards. Alignment to the curriculum is multifaceted for all students, and specifically those with extensive support needs (Figure 1).
Figure 1. Strategies to teach the standards.
Universal design for learning (UDL) is something we will talk about more. We will also discuss student-directed learning outcomes that are important for engaging our students and not just telling them what to think. We want to help them think on their own and gain the skills needed to be college and career ready. Another strategy is assistive technology and peer supports, as well as the many other supports that align with that. Systematic instruction is the strategy with an instructional component of not just setting up the environment and having good clear objectives, but is also the teaching part. How do we set up those objectives and teach in a way that students gain access, participate, show their knowledge and demonstrate the rigorous learning outcomes? Research to practice strategy is important in that what we are doing is based on what we know works for this population of students and thinking about what we do know. Generalization is another strategy for students who typically need repeated opportunities, many different opportunities and repeated practice to generalize what they are learning in the classroom to their community.
