In conducting the evaluation, the PEA must:
 • Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the student, including information provided by the parent that may assist the team in determining eligibility and deciding upon the content of the IEP (including information to enable involvement and progress in the general education curriculum and participation in appropriate activities)

 

to Demonstrate Comprehension:
- response options may be pictures of objects or picture symbols paired with words 
- Provide two response options for the student to select from—one correct option and one not plausible—and build from

there. 

Think-Alouds:
- Students were first asked to relate to their personal experience 
-  Teachers could ask students what they see in the picture
- used in the system of least prompts to help students answer inferential questions 

 Reference: (5) Hudson, Browder, & Wakeman (2013) Helping students with moderate and severe intellectual disability access grade-level text

 

 (Lobel, 1975) often need no changes to the

text. Augmentations to the text,

however, can help beginning read-

ers and nonreaders. This poem is

augmented in two ways. First, key-

words are paired wifh picture sym-

bols to help students text-point as

the teacher reads the poem. Second,

a repeated story line emphasizing

the main idea of the poem is added

affer each stanza. Both beginning

readers and nonreaders can antici-

pate the repeated story line.

Nonverbal students can read the

repeated story line by activating a

prerecorded repeated story line on

an augmentative communication

device (e.g., big Mac switch) when

it is their turn to read."

References: (5) Hudson, Browder, & Wakeman (2013) Helping students with moderate and severe intellectual disability access grade-level text