1. Ecological Inventory
This step is about figuring out what real-life skills a student needs to succeed at home, school, work, and in the community. Teachers look at the different environments a student is or will be in, then break them down into smaller areas (like the classroom, cafeteria, or store). From there, they list important activities in each space and identify the skills needed to do them. Finally, the team decides which activities and skills should be prioritized in the student’s Individualized Education Program (IEP).
2. Discrepancy Analysis
Once skills are identified, the teacher checks what the student can and cannot already do. This involves breaking the activity into small steps (task analysis), watching the student try the steps, and recording where they struggle. The teacher then figures out why the difficulty exists, whether it’s because of learning, physical, health, sensory, communication, or motivation issues and decides whether the skill should be taught directly or adapted.
3. Providing Instruction, Adaptations, or Alternate Performance Strategies
Finally, the team decides how the student will best learn the skills. Ideally, they are taught the same way as peers without disabilities. If that’s not possible, the teacher introduces adaptations like special tools, changes to the environment, or assistive technology. If adaptations aren’t enough, alternative strategies are developed (e.g., using a computer to type instead of handwriting). In some cases, partial participation or help from another person is included, but independence is encouraged as much as possible.
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