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HANDOUT. Inclusive Academics- Empowering K-12 Students with Intellectual Disabilities

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TIES TIP #20_ Embedded Instruction in the Inclusive Classroom _ Institute on Community Integration Publications

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Given our current reality with distance or crisis learning, there is a unique opportunity for educators and families to collaborate to ensure students maintain their progress. Another unique opportunity that exists is for students to rehearse the knowledge and skills that they were working on in school in more authentic ways and in a different context. In Reflections About Individualizing Supports for Children: Olivia's Story, Olivia's mother Jen makes several suggestions for educators. One of these is the idea that individualized goals be worked on in the context of daily routines and activities. For students with significant cognitive disabilities, these skills could be found in daily routines including meal preparation, household chores, engaging in an email or text chain with a friend, and even watching television. In practice, this is called embedded instruction, where instructional strategies are "embedded" into natural performance settings (in this case, the home or community) to give students authentic opportunities to work on their individualized goals.

Individualized goals linked to daily living or functional skills (i.e., goals related to daily living tasks such as community participation, food preparation, or employment) may seem easier to embed at home and in students' communities compared to academic goals. However, given some thought and collaboration, individualized goals linked to core content subjects like mathematics and reading can be easily applied in the home or community context, aside from paper and pencil worksheets and educational websites and apps.

To facilitate this collaboration, teachers and parents can engage in honest communication about what is working and not working given the current distance learning reality and how it has worked so far for their student with a significant cognitive disability. Then, a discussion can follow regarding:

1. Possible priority goal(s) for the student to continue to work on at home in an embedded fashion

2. How that goal can be addressed in multiple ways across the course of the day within a home/community context

3. How a team approach can be used to provide instruction

Example: The fifth grade general education class taught by Mr. Johnson is working on a state writing standard. Ms. Lee, the special education teacher, is discussing with Mr. Adams, the parent of Ava, about how distance learning is going for Ava. Ms. Lee and Mr. Adams decide that using embedded instruction at home may help facilitate increased engagement and generalization of academic skills to Ava's every day activities.They discuss the three points and determine the following:

1. They want Ava to continue to work on writing using a keyboard.

2. Writing can be addressed at home through the following naturally-occurring opportunities at home: logging into a computer, writing letters or texting a friend, and making decorations for family celebrations (i.e. birthday banner).

3. To engage in a team approach, Ms. Lee is going to continue to provide individualized instruction on writing and instead of assigning writing tasks, builds in writing tasks a student engages in at home whether it be a written letter, a video of them typing into a computer, or a text conversation (given permission to share from the student). Ms. Lee will provide Ava with letter templates that align with the purposes of writing discussed in her general education class (to persuade, explain, inform, or entertain) she can use to fill in to write letters to her friends and family. She will also discuss the best supports to provide for Ava while she is engaging in these writing activities, including the use of modeling, a scribe, and speech-to-text software.

In another 7th grade general education class taught by Ms. Montgomery, the class was working on solving real world problems involving two and three-dimensional figures. Mr. Gaffney, the special education teacher, discussed this with Noah's mother, Ms. Zavala, and they decided that instead of completing his work from the mathematics text, Noah could work on these skills in embedded activities at home.

1. Given Noah's familiarity with two-dimensional shapes, Mr. Gaffney and Ms. Zavala discussed Noah engaging in activities related to this standard using two-dimensional shapes.

2. Ms. Zavala identifies the following activities that can support his learning related to this standard: vacuuming the perimeter and area of a room (during his weekly chores), planning a family garden, and building structures with LEGOS (one of Noah's hobbies).

3. To work together in providing instruction to Noah, Mr. Gaffney was going to continue to provide specialized instruction related to the content covered in the general education curriculum. Instead of requiring Noah to submit worksheets or online work, Noah is allowed to have video chats describing his LEGO structures, including their area, perimeter, and how many of each type of block could fit into different sizes. Mr. Gaffney also provided Noah with a template for planning the family garden for him to work with his family to fill out.

Many other skills can be applied in this way. Skills related to literacy and mathematics can be embedded into cooking (for example, using fractions when measuring for a recipe), cleaning (for example, reading instructions), ordering pizza (for example, calculating a tip), and even playing a family board game (for example, reading game rules, counting, number identification). Educators and parents both come to the table with unique knowledge and skills, and equip one another to provide more comprehensive instruction in even one priority area can ensure a student's success and progress as distance learning continues and even after it ends.

Consider the following questions as you think about how students with significant cognitive disabilities are learning at home.

Are there skills students are working on, or standards being covered in the general education class, that students with significant cognitive disabilities can work on through distance education?

How are students with significant cognitive disabilities doing with learning the material through distance learning? What is working well? What is difficult? Families, describe how you know this learning is difficult, what are the signs?

How does this skill or standard connect to typical home routines? (Spend some time talking to families about their daily routines)

How can this skill or content be embedded into typical daily activities at home in a way that is manageable for the parent or family? How can it be embedded so that it builds on the student's strengths? (Spend some explaining to families what the skill progression can look like)

How will the student and family demonstrate that the student is working on this skill or content at home?

When parents and teachers can think creatively about how to engage in this process with each other, current and future impact on student outcomes will be enhanced, even after students are back in the classroom.

Distance Learning Series: DL #11, June, 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Bowman, J. (2020). Embedding insruction at home (DL #11). TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

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150 Pillsbury Dr. SE

Minneapolis, MN 55455

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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Building Engagement with Distance Learning | DL #11: Embedding Instruction at Home

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Grade level standards-based curriculum can be taught through authentic learning activities at home. By embedding instruction in home activities, students apply and practice the content in meaningful ways in their own homes. The three-step process provides a means for collaboratively problem-solving how to apply the content during distance learning.

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

You will find tools to help you learn about inclusive education, inspire others, and plan lessons that work for all students. We focus on moving students from less inclusive to more inclusive educational environments. The TIES Center Core Values drives all of our work.

What is inclusive education?

One in which each and every student is valued and fully supported as active and engaged participants in their school.

All students, including students with extensive support needs, are supported to succeed in making academic progress, building friendships, and engaging in extracurricular activities along with their grade-level peers.

Read more about how TIES approaches inclusive education

Who are the students with extensive needs?

Students with extensive support needs are students who require intensive and individualized instruction and substantial supports to access the curriculum.

These are most often students classified for special education services under the categories of autism, intellectual disability, multiple disabilities, and deaf-blindness.

Students with extensive support needs may include, but are not limited to, students with significant cognitive disabilities.

Why can you rely on the information you find on the TIES website?

TIES brings together recognized experts in inclusive education to provide evidence-based resources, tools, curricula, and reports so students with disabilities, including those with extensive support needs, can learn in classrooms with their non-disabled peers.

From 2017-2022, TIES was funded through a grant from the U.S. Department of Education, Office of Special Education Programs.

How can TIES help?

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TIES helps educators, parents, and administrators create and support inclusive school communities

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

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BREE JIMENEZ, PhD

DrBreeJimenez@gmail.com

Bree_Jimenez@Baylor.edu

Facebook @DrBreeJimenez

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Dr. Bree Jimenez is a Special Education Research Consultant with Mater Dei, Camden and Honorary Research Associate in Special Education with the Faculty of Education and Social Work at the University of Sydney. Before coming to Australia in January of 2017, she was an assistant professor at the University of North Carolina at Greensboro. She was a classroom teacher of students with moderate-severe intellectual disability.

Bree's research focuses on general curriculum access and assessment for students with moderate to severe intellectual disabilities, including autism. She has published several research manuscripts in peer reviewed journals, multiple book chapters, academic programs, and a book on strategies to support academics for students with severe disabilities. She works closely with school systems and state departments of education both nationally and internationally.

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Dr. Bree Jimenez is a Special Education Research Consultant with Mater Dei, Camden and Honorary Research Associate in Special Education with the Faculty of Education and Social Work at the University of Sydney. Before coming to Australia in January of 2017, she was an assistant professor at the University of North Carolina at Greensboro.

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Product Features: Aligning IEPs to TEKS defines standards, alignment, and alternate assessment with examples
6 Successful Strategies for Teaching TEKS outlines six evidence-based teaching strategies
Books sold separately and as a pack 

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Dr. Catherine Fowler & Dr. Susan Palmer provide an overview of teaching self-determination and academic skills across various academic domains. They share an overview of the SDLMI, available resources, and suggestions for embedding this research-based practice into classrooms.

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Using the Self-Determined Learning Model of Instruction (SDLMI) to Improve Academic Skills | Transition Coalition

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Dr. Catherine Fowler & Dr. Susan Palmer provide an overview of teaching self-determination and academic skills across various academic domains. They share an overview of the SDLMI, available resources, and suggestions for embedding this research-based practice into classrooms.

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.

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Click to see Ms. Gimble and Mr. Clark's entire lesson plan so you can also see what it looks like when put together. It has more details and examples than we have covered, including pyramid planning. From planning with goals, assessment, methods, and materials from the start, these teachers have increased the opportunities for students in their classroom to successfully access this science and math curriculum. The options they have provided for students with special needs should actually help even more learners access the content. Although this has been an elementary science/math example, the process is the same for all content areas.

We hope this presentation has helped you see the benefits of planning with UDL elements from the start. A blank UDL lesson planning template can be downloaded in the materials and resource section. Check it out!

Gargiulo, R. and Metcalf, D. (2010). Teaching in today's classrooms: A universal design for learning approach. Belmont, CA: Wadsworth /Cengage Learning.

Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35(2), 8-17.

Nolet, V. & McLaughlin, M. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform (2nd ed.). Thousand Oaks, CA: Corwin Press.

Ogle, D. (1986). "K-W-L: A Teaching Model That Develops Active Reading of Expository Text." The Reading Teacher, 39(6), 564-570.
Rehabilitation Act of 1973. Pub. L. No. 93-112.

Schumm , J., Vaughn, S., & Leavell, A. (1994). Planning pyramid: A framework for planning for diverse student needs during content area instruction. The Reading Teacher, 47(8), 608-615.

Wiggins, G., & McTighe, J.(2005). Understanding by design (2nd ed.). Alexandria, VA: Association of Supervision and Curriculum Development.

Zike, D. (2005). Dinah Zike's teaching mathematics with foldables. New York: Glencoe McGraw-Hill.

Suggested reading:

Coyne, M., Kame'enui, E., & Carnine, D. (2007). Effective teaching strategies that accommodate diverse learners (3rd ed.). Upper Saddle River: NJ: Pearson Education.

Mercer, C., & Mercer, A. (2005). Teaching students with learning problems. Upper Saddle River, NJ: Pearson Education.

Rose, D., Meyer, A., & Hitchcock, C. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.

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Modules Addressing Special Education and Teacher Education (MAST)

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Click to see Ms. Gimble and Mr. Clark's entire lesson plan so you can also see what it looks like when put together. It has more details and examples than we have covered, including pyramid planning.

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See Modules for Students with Significant Intellectual Disabilities

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See Modules for Students with Significant Intellectual Disabilities

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Free online 1 hour modules

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Using the Module Selector you may select a module and then click one of the outline points to view that section of the module. Once you find the section you are looking for you can use the navigation through the module without using the Module Selector.

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Modules Addressing Special Education and Teacher Education

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Using the Module Selector you may select a module and then click one of the outline points to view that section of the module. Once you find the section you are looking for you can use the navigation through the module without using the Module Selector.

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Quality Indicators for Assistive Technology Services

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Welcome to the QIAT website, the official site of the QIAT Community. This website supports QIAT's mission of guiding the development and delivery of quality assistive technology services by providing the QIAT Community with a gateway to resources.

The QIAT Community is a nationwide grassroots group that includes hundreds of individuals who provide input into the ongoing process of identifying, disseminating, and implementing a set of widely-applicable Quality Indicators for Assistive Technology Services in school settings that can be used as a tool to support:

school districts as they strive to develop and provide quality assistive technology services aligned to federal, state and local mandates

assistive technology service providers as they evaluate and constantly improve their services

consumers of assistive technology services as they seek adequate assistive technology services which meet their needs

universities and professional developers as they conduct research and deliver programs that promote the development of the competencies needed to provide quality assistive technology services

policy makers as they attempt to develop judicious and equitable policies related to assistive technology services.

Closing the Gap Conference

The Joy Zabala Fellowship for Assistive Technology and Accessible Educational Material

The 2023-2024 Joy Zabala Fellowship pairs are:

Dr. Aaron Marsters (mentor), an Assistive Technology Instructional System Specialist for the Department of Defense Education Activity in Europe, and Jayme Grant (mentee), an Educational and Assistive Technology Specialist in the Beaufort County Schools in Beaufort, South Carolina, will work to increase educator and leadership capacity to implement effective and data-driven AT consideration and implementation processes at high-risk K-12 schools.

Darla Ashton (mentor), an Instructional Interventionist Coach in Indiana, will work with Candace Hayden (mentee), an AT Specialist in Texas, to increase understanding, skills, tools, and resources in AT and AEM, improving procedures for providing thoughtful consideration of AT in primary and secondary schools.

Dr. Danalyn Workentin (mentor), an Occupational Therapist and AT Professional in Florida, will work with Megan Stewart (mentee), a Speech Language Pathologist at a school in Florida, to facilitate a school-based AT team while building AT knowledge with families and staff.

Celebrate and ensure Joy's legacy, please make your tax-deductible gift to the Joy Zabala Fellowship today!
All donations go directly to the Joy Zabala Fellowship to support the activities of the mentorship partners. CAST, a 501(c)3 charitable organization, serves as the fiduciary agent of the Fellowship. CAST and the QIAT Leadership team donate their time and administrative support to the Fellowship.
Mail donation checks payable to CAST, Inc. Please note Joy Zabala Fellowship on the check and mail to:

Joy Zabala Fellowship Fund, c/o CAST, Inc. 50 Salem Street, Bldg. B, Suite 103, Lynnfield, MA 01940 781-245-2212 (voice) 781-245-5212 (fax)

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Home - Quality Indicators for Assistive Technology Services

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Welcome to the QIAT website, the official site of the QIAT Community. This website supports QIAT's mission of guiding the development and delivery of quality assistive technology services by providing the QIAT Community with a gateway to resources. The QIAT Community is a nationwide grassroots group that includes hundreds of individuals who provide input into [...]

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Publications - Council for Exceptional Children

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CEC, in partnership with the CEC Division on Autism and Developmental Disabilities (DADD), published a four-book set titled Educating Students With Intellectual Disability and Autism Disorder. The set is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students.

The books in the series describe day-to-day strategies and practices based on research and evidence, giving education teams the information and the confidence they need to support children and young adults in achieving positive outcomes.

They include:

Educating Students With Intellectual Disability and Autism Spectrum Disorder Book 1: Research-Based Practices and Education Science

Educating Students With Intellectual Disability and Autism Spectrum Disorder Book 2: Foundational Concepts for Leadership and Collaboration Educating Students With Intellectual Disability and Autism Spectrum Disorder

Book 3: Essential Skills and Frameworks Educating Students With Intellectual Disability and Autism Spectrum Disorder

Book 4: Academics, Life Skills, and Transition

Save $10 when you order them as a complete set of four books. The CEC Member price for the set is $89.90 and the Nonmember price is $109.80.
By Jordan C. Shurr, Bree A. Jimenez, Emily C. Bouck. 2018. #P6307.

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Four-Book Set on Educating Students With Intellectual Disability and Autism Spectrum Disorder

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CEC, in partnership with the CEC Division on Autism and Developmental Disabilities (DADD), published a four-book set titled Educating Students With Intellectual Disability and Autism Disorder. The set is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students.

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The store will not work correctly in the case when cookies are disabled.

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A research- and standards-based curriculum for secondary students to learn language arts with age-appropriate novels like Holes and Number the Stars

Product Features:

Highlights persuasive writing, grammar, vocabulary, literacy comprehension, listening skills, and research

A multiyear curriculum that aligns with state standards and national standards

Research proves high success for teaching grade-level standards to students with an intellectual disability or autism

15 pieces of popular literature have been modified with simplified story lines, repeated text, and symbol support

Includes four theme-based units of study with eight individual lessons within each unit: change, values and decision making, social justice, global awareness

Offers three literacy levels for least intrusive prompting: object/photo, concrete symbols, written text

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Teaching to Standards: English Language Arts

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Product Features: Highlights persuasive writing, grammar, vocabulary, literacy comprehension, listening skills, and research A multiyear curriculum that aligns with state standards and national standards Research proves high success for teaching grade-level standards to students with an intellectual disability or autism 15 pieces of popular literature have been modified with simplified story lines, repeated text, and symbol support Includes four theme-based units of study with eight individual lessons within each unit: change, values and decision making, social justice, global awareness Offers three literacy levels for least intrusive prompting: object/photo, concrete symbols, written text

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Ms. Knight realizes that for her students to gain the skill of purchasing a drink from a vending machine, she will need to break down the skill and teach each step one by one. Ms. Knight needs to figure out the best task analysis for this skill and then she needs to identify how she will teach the skill. To do this she will have to identify the chaining procedure to use as well as the prompt system to teach each step in the chain.

The goal of this module is to explain the importance of breaking down a skill into smaller parts in order to systematically teach each unit of a chained skill to students with disabilities. The module will explain how to write an effective task analysis and identify the appropriate chaining procedure and prompt system to use when teaching the task analysis.

Objectives: The participant will be able to:

Select an effective task analysis.

Identify the appropriate chaining procedure to teach a specific task analysis.

Identify the advantages and disadvantages associated with each chaining procedure.

Identify the appropriate prompting procedure to use with each task analysis.

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Modules Addressing Special Education and Teacher Education (MAST)

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Ms. Knight realizes that for her students to gain the skill of purchasing a drink from a vending machine, she will need to break down the skill and teach each step one by one. Ms. Knight needs to figure out the best task analysis for this skill and then she needs to identify how she will teach the skill.

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Assorted General Curriculum Projects Adapted Texts

The Picture Communication Symbols ©19812006 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.

Please read and purchase each original text (cited by author) prior to using the General Curriculum Projects adapted text.

To open and print titles you must use either the Mayer-Johnson Product Writing with Symbols (discontinued) or Sym Writer .

Correspondence concerning this resource should be addressed to Dr. Diane Browder or Katherine Trela, Department of Special Education and Child Development, University of North Carolina at Charlotte, 9201 University City Blvd, Charlotte, NC 28223.

Support for this resource was provided in part by Grant No. H324M03003 of the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred.

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Assorted General Curriculum Projects Adapted Texts

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Assorted General Curriculum Projects Adapted Texts The Picture Communication Symbols ©19812006 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Please read and purchase each original text (cited by author) prior to using the General Curriculum Projects adapted text. To open and print titles you must use either the Mayer-Johnson Product Writing with Symbols (discontinued) or Sym Writer .

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Modules Addressing Special Education and Teacher Education (MAST)

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What is Multiple Exemplar Training?

The term "multiple exemplar training" - sometimes referred to as "multiple exemplar instruction" - basically means using multiple examples when training (or teaching) a child. The use of multiple exemplars is an important element of any educational programme and is not limited to an Applied Behaviour Analysis (ABA) intervention.

An Example of Multiple Exemplar Training

Say you're teaching a child to identify the uppercase letter "A". If you were to use only one kind of letter type (font) then this would be using just one exemplar. If you were to use a number of different types of fonts then this would be using multiple exemplars.

Why are Multiple Exemplars Important?

Using the uppercase letter example, it would be important to use multiple exemplars in this instance because it ensures the child learns exactly what defines an uppercase letter A.

By using different fonts it makes sure the child knows the uppercase letter A can "look" slightly different and doesn't think that it is only one very specific thing.

If the child didn't have a full grasp of what defines an uppercase letter A then they are likely to have difficulty reading because text is written in many different font styles.

The next time you walk through a town or city, have a look at all of the different types of fonts used in signs and advertising. This might help you realise how important it is to use multiple exemplars in an educational programme.

The hypothetical example in the video below can further highlight why multiple exemplar training is important.

Multiple Exemplar Training Definition

Multiple Exemplar Training is a form of 'instruction that provides practice with a variety of response topographies [which] help to ensure the acquisition of desired response forms and also promotes response generalisation in the form of untrained topographies. This tactic typically incorporates both stimulus and response variations' (Cooper, Heron, & Heward, 2007, pp.628).

Multiple Exemplars and Generalisation

There are two types of generalisation, the first is stimulus generalisation and the second is response generalisation (Cooper, Heron, & Heward, 2007). Generalisation occurs when you do something that you were not specifically trained to do or identify something that you were not trained to identify.

Stimulus Generalisation

To describe stimulus generalisation, consider what it might be like when you go into a shop to buy a new pair of scissors. This shop is unlikely to have a specific pair of scissors that you have ever seen before. Yet you would be very capable of identifying a pair and buying them.

How is this possible? How is it that you know what a scissors will look like and be able to pick one out?

Although you would never have seen the exact pair of scissors you will buy before, you would still know they were scissors because you know that in general scissors have a handle for your fingers/thumb and have two blades that swivel around a fixed joint.

A pair of scissors is a type of stimulus and because you have seen numerous other examples of scissors in the past then you know what defines them and so your ability to identify scissors has generalised.

Response Generalisation

Generalisation also works for different responses. As an example, when you bump into someone you know they will generally say something like "Hi!". Your response to this might be to say "Hi" back, but you could also have said "Hello", "Hi there", "Hey", "How are you?" or "Oh hi, nice to see you!".

Generally, your responses back are not "trained". In other words, no-one sat you down and told you all of the different ways you might greet someone. These are all forms of generalised responses as they are all different but they all serve the same underlying function.

Examples of Response Generalisation

Example 1: Mike's mother has bought him some Lego blocks and showed him how to build a house with them. One day she arrives home and sees that Mike has built a car with the blocks. Mike has generalised the idea that blocks can be used to build more than just a house.

Example 2: To make hot chocolate Tom first warms up some milk. To do this he's been using a saucepan and a hot stove. One day he decides that his microwave heats things up too and uses it to heat up his milk. The underlying goal was to have hot milk and Tom has generalised the idea of how to heat it up by using a different method.

Example 3: Janice has learned to play a song on the guitar by playing chords in a specific order. She decides to change the way she plays these chords and creates a different song. Janice has generalised the playing of these chords and realises they don't have to be played in one specific way.

Example 4: Emily has learned to drive her Ferrari and her Lamborghini. She decides she wants a Porsche now and goes to the dealer. She buys the car, hops in and drives it away. Although Emily had never driven the Porsche before she knew how to drive in general and so was able to generalise her knowledge of driving her Ferrari and Lamborghini to driving a different car.

References

Cooper, J., Heron, T., & Heward, W. (2007). Applied Behaviour Analysis. New Jersey: Pearson Education.

^ Skip to the top.

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The term "multiple exemplar training" - sometimes referred to as "multiple exemplar instruction" - basically means using multiple examples when training (or teaching) a child. The use of multiple exemplars is an important element of any educational programme and is not limited to an Applied Behaviour Analysis (ABA) intervention.

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This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

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Copyright 2023 Vanderbilt University. All rights reserved.

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

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It covers decision making skills, problem solving, negotiation, compromise and leadership, all of which enable students to take a meaningful role in planning for their future. As mandated in IDEA, when transition issues are discussed in the IEP meeting, students must be invited. Whose Future shows students how to contribute to their IEP meetings. It culminates with students writing goals and taking an increasingly active part in their IEP meetings.

Whose Future Is It? conforms to Universal Design features that help students who are not strong readers to self-direct as they work through it. A recent study proves that all students who use this program gain transition knowledge and skills, but those who used technology such as Whose Future Is It? Software show even greater progress.

This product includes a Student Reader, Workbook, Instructor's Guide, and Software:

1. The Student Reader focuses on how the IEP process has vital future applications for students with disabilities. It encourages them to explore self-awareness and master skills like problem solving, decision making, goal setting, and small group communication. The Reader is written at a fourth grade level and is heavily illustrated.

2. The Software adds speech and text highlighting to the Student Reader. Text is read by professional narrators and students can click on any word to hear it spoken. A multiple choice comprehension assessment follows each chapter. All student data are stored. The Software can be displayed on a Smart Board for classroom presentations.

3. The Workbook features a ton of activities that match Student Reader content. It includes vocabulary instruction, chapter review, planning worksheets, a glossary, and multiple choice questions.

4. The Instructor's Guide combines materials in the Reader and Workbook into a single lesson plan. It includes a CD with PDFs of the Student Reader and Workbook and a customizable Word document of the student worksheets.

15 chapters divided into three sections:

Section One: Getting to Know Your IEP
Topics include transition services, who attends your IEP meetings, abilities and interests, disability stereotypes, and IEP outcomes.

Section Two: Decisions and Goals
Topics include options and goals for current school environment, post-secondary education, independent living, employment, and recreation and leisure.

Section Three: Your IEP Meeting
Topics include self-advocacy, assertiveness, IEP preparation, and how to run your IEP meeting.

Whose Future Is It? Introductory Kit includes one of each of the Student Reader, Workbook, Software (Win/Mac CD), and Instructor's Guide with PDFs of the Reader and Workbook on Win/Mac CD with classroom license for printouts.

Whose Future Is It? Classroom Kit includes four Student Readers, eight Workbooks, Software (Win/Mac CD), and one Instructor's Guide with PDFs of the Reader and Workbook on Win/Mac CD with classroom license for printouts.
Student Reader, spiralbound, 214 pages; Workbook, spiralbound, 186 pages; Instructor's Guide, spiralbound, 2011. Software is compatible with Windows XP or higher, Mac OS 10.6 or higher; accessible with mouse, touch screen, and 1 or 2 switches. Save money on multiple copies of Software with the 5-Pack or 20-Pack option. Disk-based software includes a Three Computer License. Available in 1, 5, and 20 packs. For example, a 5 pack can be loaded on 15 computers.

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It covers decision making skills, problem solving, negotiation, compromise and leadership, all of which enable students to take a meaningful role in planning for their future. As mandated in IDEA, when transition issues are discussed in the IEP meeting, students must be invited. Whose Future shows students how to contribute to their IEP meetings.

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Watch the video links for Example/Non Example training of concepts

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Watch the video links for Example/Non Example training of concepts

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Content is aligned to general education standards and taught systematically by incorporating scripted lessons, least intrusive prompt strategies, teachable objectives, and ongoing assessments. Appropriate for K-5 students, including those with autism. The 28 lessons follow a standard sequence.

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Best Practices: Teaching Students with Intellectual Disability and Autism

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Best Practices: Teaching Students with Intellectual Disability and Autism, highlights instructional strategies proven effective for students with a moderate-to-severe disability. Each of the instructional strategies' packet provides a detailed description with PDFs, PowerPoints, photos, and videos linked for additional support.

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Publications - Council for Exceptional Children

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Educating Students with Intellectual Disability and Autism Disorder is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students. This first book in the four part series, provides a comprehensive explanation of the four learning stages-acquisition, fluency, maintenance, and generalization-and how understanding this process can help educators plan instruction. The authors (who are also editors of the series) provide the reader with essential guidance on how to find and identify the best research- and evidence-based practices and then implement these practices with fidelity.
By Jordan C. Shurr, Bree A. Jimenez, Emily C. Bouck. 2018. 84 pages.
ISBN: 978-0-86586-537-2. #P6300.

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Educating Students with Intellectual Disability and Autism Spectrum Disorder Book 1

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Educating Students with Intellectual Disability and Autism Disorder is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students. This first book in the four part series, provides a comprehensive explanation of the four learning stages-acquisition, fluency, maintenance, and generalization-and how understanding this process can help educators plan instruction.

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Division on Autism and Developmental Disabilities

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SAMPLE Upside Down Data Sheet with graphing

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SAMPLE Upside Down Data Sheet with graphing

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Upside Down data sheet TA for calculator copy