Instructional Planning and Delivery in Special Education
Instructional Planning and Delivery in Special Education
This domain tests instructional design, evidence-based strategies, assistive technology, and behavioral support. Items ask you to select an intervention that matches a student's needs and to distinguish accommodations from modifications.
Core frameworks
- Universal Design for Learning (UDL): multiple means of engagement, representation, and action/expression.
- Explicit instruction: modeling, guided practice, independent practice; task analysis for complex skills; scaffolding faded over time.
- Accommodations change how a student accesses content (timing, setting, presentation, response, organization); modifications change what is taught or the performance standard.
- Assistive technology (AT): any item that increases functional capability; AT must be considered for every IEP; the SETT framework examines Student, Environment, Tasks, Tools. AAC supports communication.
- Co-teaching models: one teach/one observe, one teach/one assist, station, parallel, alternative, and team teaching.
Behavior
A functional behavioral assessment (FBA) identifies antecedents, consequences, and function (attention, escape, access, sensory). A behavior intervention plan teaches a replacement behavior, alters antecedents, and reinforces appropriate behavior. PBIS organizes prevention at Tier 1, targeted supports at Tier 2, and intensive individualized support at Tier 3.
Worked example
A student with autism disrupts during transitions. The team adds a visual schedule, a first–then card, and a 2-minute warning, then records transition latency. If latency does not improve after two weeks of consistent use, conduct an FBA rather than adding consequences.
Traps
Calling a modified grading standard an accommodation; assigning a paraprofessional as the primary intervention; using one co-teaching model for all lessons; failing to plan for fading supports; ignoring treatment fidelity.