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:

General education skill   or     Parent goal

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