Considerations in Instructional Planning:
When you are planning a student's program, keep in mind the difference between accommodations, modified expectations and alternative expectations.
Accommodations
- giving students extra time to complete classroom assignments
- allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
- allowing students to tape lessons for more intensive review at a later time
- providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
- providing for the use of scribes
- using pictorial schedules to assist students in making transitions
Modified Expectations
"Modified expectations" refers to the changes made to the grade level expectations from the Ontario Curriculum for a subject or course in order to meet the needs of the student. Modified expectations may be drawn from a different grade level, above or below the student's current grade placement. They may also include significant changes, an increase or decrease, to the number and/or complexity of the grade level learning expectations. Where curriculum expectations are modified, the IEP will set out the knowledge and skills that the student is expected to acquire in a particular subject, course, or skill area. The grade level, from which the expectations have been drawn, will be included in the IEP. Care must be taken to select age-appropriate materials which challenge the student and are at the student's level of interest.Alternative Expectations
"Alternative expectations" are expectations that are not derived from a provincial curriculum policy document. Learning expectations in the areas of life skills, anger management and orientation and mobility training are examples of alternative expectations. A representative sample of the alternative expectations for each skill area outlined for the student must be recorded in the IEP.
Physical Strengths and Needs:
When you are developing a student's program, consider these elements:
- age; chronological, functional, maturity level
- size
- difficulties with:
- vision, hearing, speech
- motor skills - fine motor and gross motor
- hand-eye co-ordination
- handedness - left, right, mixed
- activity level
- medical concerns:
- medication
- allergies
- injuries and accidents
- involvement in activities, e.g., sports, dance
- side effects arising from medical treatment which may have an impact on the pupil's participation in class activities
Cognitive Strengths and Needs
When you are developing a student's program, consider these elements:
- language development
- modality preference: visual, auditory, tactile
- ability to deal with:
- generalization and abstraction
- sequencing (with/without practice)
- specific abilities and interests
- adaptive behaviours (response to change, ambiguity)
Academic or Educational Strengths and Needs
When you are developing a student's program, consider these elements:
- achievement levels in language arts (reading, writing, spelling, speaking)
- achievement level in mathematics (spatial manipulation, numeracy skills)
- preferred areas of study
- ability to handle tasks independently
- frequency and level of academic support required
- ability to learn from errors
- task commitment and motivation
- attendance
- coping and compensatory strategies used by student
- level of computer literacy
- accommodation strategies used successfully by past teachers
- gender and its relationship to cultural issues
- cultural background and its relevant components, e.g., values, languages
- past and present educational experiences, e.g., within/outside school
- parental and extended family expectations
- personal customs, personal experiences, personal expectations and responses to culture
- need for ESL or ESD
Behavioural and/or Emotional Strengths and Needs
When you are developing a student's program, consider these elements:
- self concept
- attitudes towards:
- other people (family, at school, elsewhere)
- school
- strengths and needs
- maturity level
- motivation and locus of control:
- internal
- response to external sources
- willingness to take risks
- overt behavioural problems, e.g., aggression, passivity, language usage, anxiety
- difficulty with concentration
- psychological concerns
Social Strengths and Needs
When you are developing a student's program, consider these elements:
- interpersonal relationships, e.g., family, friends
- peer involvement, e.g., nature of participation in group work, 'loner'
- preference for the company of younger/older children/adults
- manner of conflict resolution
- leadership abilities
- understanding of the consequences of actions
Source/Adapted From: http://snow.utoronto.ca/index.php?option=com_content&task=view&id=44&Itemid=57