Chapter 5
Design for Instruction Forms
This chapter is designed in black and white so the Barraga Design for Instruction Forms can be photocopied easily. The forms are also available online: https://barraga.aphtech.org/.
Accommodations, Modifications, and Supports1 as determined by the FVA and BVEE
(List as appropriate)
Available online: https://barraga.aphtech.org/.
Accommodations and Modifications | Frequency | Location (name of school) | Instructional setting and person responsible | Duration (date to date) |
---|---|---|---|---|
Supports: (Describe supports such as equipment, consultation, or training for school staff to meet the unique needs of the student.) |
BVEE Intervention Guide
Priority Activities | Media/Objects affected by poor visual efficiency | Related visual developmental sequences (V) and/or Related perceptual skill deficits (P) |
Intervention Accommodation (A) Skill (S) Strategy (St) |
---|---|---|---|
Collaborative Visual Skills Lesson Plan for instruction during regularly occurring activities
Activity: Setting: Instructor:
Task component related to visual efficiency: Visual efficiency IEP goal: Present level of academic and functional performance: Embedded visual efficiency short-term objective: Embedded visual efficiency accommodations: Strategies: |
Direct Instruction Visual Skill Lesson Plan for vision-specific activities
Visual efficiency goal: Visual efficiency short-term objective: Materials: Instructor: Location: Frequency: Procedure: Evaluation: Transition strategy: |
Team Training Plan for Visual Efficiency Instruction
Activity: Visual Skill: Instructor: Location: Frequency: | |||
Role Release Procedure | Date | Date | Date |
Lesson plan shared and reviewed | |||
Procedure modeled | |||
Procedure coached | |||
Procedure released (no further coaching required) |
|||
Date and observation summary | |||
References
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delay. Topics in Early Childhood Special Education, 21, 213-221. doi:10.1177/027112140102100402
Greene, R. L. (2001). Repetition effects in immediate memory in the absence of repetition. In H. L. Roediger, J. S. Nairne, I. Neath, & A. M. Surprenant (Eds.), The nature of remembering: Essays in honor of Robert G. Crowder (pp. 267-281). Washington, D.C.: American Psychological Association.
Individuals with Disabilities Education Act of 2004 (IDEA). (2004). P.L. No. 108-446, 34 CFR 300.323(d) (December 3, 2004).
Klatzky, R., & Lederman, S. (2008). Object recognition by touch. In J. J. Rieser, D. H. Ashmead, F. F. Ebner, & A. L. Corn (Eds.), Blindness and brain plasticity in navigation and object perception (pp. 185-208). New York: Lawrence Erlbraum Association.
Wittenberg, G. M., & Tsien, J. Z. (2002). An emerging molecular and cellular framework for memory processing by the hippocampus. Trends in Neurosciences, 25, 501-505. doi:10.1002/chin.200308273