- Instruction in using visual, written, picture prompts and cues - Modeling - System of least prompts - Simultaneous prompting - Time delay - Instruction in how to respond to verbal cues - Instruction of core vocabulary with cue cards - Instruction in using visualization - Instruction in using verbal rehearsal - Cloze procedures - Direction instruction - Auditory Bombardment of language targets - Verbal repetition - Instruction of mnemonic strategies - Pre-teach critical information - Instruction for understanding of humor and absurdities - Train elements of critical thinking - Instruction in how to make inferences and predictions - Instruction in how to draw conclusions and make generalizations
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
- Preferential seating - Repetition of directions - Simple directions - Gestures and visual cues - Paraphrasing and rephrasing - Visual prompts - Concrete to abstract representations - Picture Schedules - Picture cues - Tactual Cues - Object to picture schedule - Calendar/routine system - Sentence strips - Tape recorder - Self- Cueing strategies - Gradually building complexity of task - Teacher wait time
Sources:
Adapted from IEP and Lesson Plan Development Handbook, Kentucky Special Education Cooperatives, Revised 2010 Curriculum and Instruction 8.2