WHAT ASSUMPTIONS GUIDE INSTRUCTIONAL 
                               DELIVERY?
     •  Students with CIDs benefit from the same patterns of 
        schooling as students who do not have disabilities.
     •  To master the knowledge and skills needed for the future, 
        most students with CIDs will require explicit instruction.
     •  Students with CIDs will make remarkable learning gains when 
        provided with powerful instruction.
                                 © Taylor & Francis 2015
                 HOW DO TEACHERS ORGANIZE 
                 INSTRUCTIONAL PROGRAMS?
     •  Isolated skill teaching - Requires direct instruction on discrete, 
        specific skills.
     •  Integrated skill teaching - Infuses instruction into routines and 
        skill sequences.
     •  Splinter skills - Skills that are developed in isolation.
     •  Integrated instruction is a critical practice for students with 
        CIDs.
                                  © Taylor & Francis 2015
                 HOW DO TEACHERS ORGANIZE 
                 INSTRUCTIONAL PROGRAMS?
     •  Thematic instruction - Includes instruction on specific skills in 
        the context of broad topics or themes.
     •  Unit approach to instruction - Introduces skills and knowledge 
        across subject matter.
                                  © Taylor & Francis 2015
                 HOW DO TEACHERS ORGANIZE 
                 INSTRUCTIONAL PROGRAMS?
     •  Physical and personal structure – Modifications that provide 
        students with visual and environmental assistance.
        •  Visual cues and structure involves positioning and organizing 
           materials so tasks can be completed with little to no verbal 
           information.
        •  Personal schedules help students sequence their daily activities.
     •   Permanent prompts - Include visual, auditory, or other assists 
         that do not need to be removed.
     •   Work systems - Structured and organized materials that add 
         visual clarity to tasks.
         •  Classrooms should be organized into work and nonwork areas.
                                  © Taylor & Francis 2015
                HOW DO TEACHERS ORGANIZE 
                 INSTRUCTIONAL PROGRAMS?
         Classrooms should be organized into work and nonwork 
         areas.
         Transition area - A place for students to go after completing 
         tasks, and before proceeding to the next one.
                                 © Taylor & Francis 2015