PRINCIPLES AND STRATEGIES OF
TEACHING AND DESIGNING IEP FOR
LEARNERS WITH DIFFICULTY WITH
SELF CAREACTIVE STUDENT
RESPONSE
ACTIVE STUDENT RESPONSE
 Active student responding (ASR;
Heward, 1994) is one such
instructional technique. ASR
strategies promote meaningful
engagement by all students and
have been shown to increase
student participation and
decrease classroom disruption
while also providing real-time
formative assessment information
to teachers.
 Active Student Responding
(ASR) is a series of low-cost
practices that teachers may
utilize to help students achieve
better academic results. ASR
happens when a student conveys
his or her grasp of the subject
being taught throughout the
session by answering questions
or reacting in a variety of ways.
The more opportunities a student
gets to answer, the more likely it
is that he or she will learn.
Teachers can quickly measure
performance by increasing active
answers. Opportunities for praise
and corrective feedback, which
leads to rapid learning, grow as
opportunities to reply accurately.
ASR PRACTICE ELEMETS
According to (Heward & Wood, 2015),
ASR consists of three well-supported
practice elements:
(1) ample opportunities for students to
actively practice a lesson.
(2) frequent opportunities for students to
reveal newly acquired skills or
knowledge through observations the
teacher can use to assess a learner's
current level of mastery
(3) increased frequency of feedback by
the teacher to each student.
Choral Responding (Wood & Heward,
2005) increases student response to
teaching by using vigorous instructional
tempo. Used during group and whole-
class education, students react verbally
in unison while the teacher asks a
sequence of questions that demand
quick responses (e.g., arithmetic facts,
reading vocabulary, spelling terms)
(e.g., math facts, reading vocabulary,
spelling words). It may be used to
review topics as well as teach new
knowledge and gives real-time formative
evaluation for the group as well as
individual students (when called upon)
(when called upon).
Response Cards
Cards for response (Randolf, 2007) are
straightforward to create and can be
utilized in a number of ways in a variety
of settings subject areas and grade
levels. Students hold up a sign at the
same time. In answer to queries, "card"
is used by the instructor that students
can also inquire. In another example,
the class's questions a means for the
teacher to keep an eye on them
comprehension. It includes the following:
• Every student is engaged all the time.
• The teacher is collecting formative
assessment information as students are
responding.
• The teacher can adjust instruction
based on the immediate feedback she
or he receives.
• Students receive immediate feedback
from the teacher
Guided Notes
Guided Notes (Konrad, Joseph, &
Eveleigh, 2009) are pre-prepared
handouts or other resources that
support new content, but leave “blank”
space for key concepts, facts,
relationships, definitions, and so on.
They are an ASR strategy that creates
systematic student response
opportunities during lectures. As
students listen and learn, they fill in the
blank spaces with the new information.
Guided notes work well with lessons that
require students to listen carefully and to
take accurate notes and provide a way
to convert an often passive activity into a
more active one while also improving
the quality of students’ listening and
note-taking skills (and enhancing
academic performance). Examples
include worksheets provided during
lectures, visual or graphic organizers,
word maps, or similar format that
increases student involvement while
listening to lectures, watching a video, or
even reading assigned text.
Choral Responding, Response Cards,
and Guided Notes are only three of a
number of research-proven strategies to
increase student motivation,
engagement, and learning during whole-
group instruction.
Teachers can't tell if learning is
taking place by just attending and
staying on task. A written, action, or
speech answer is essential for a teacher
to determine if a pupil is genuinely
learning. Students grasp teachings more
rapidly when they have more
opportunities to reply. Regardless of
class size, ASR tactics are meant to
interest all students, and ASR eliminates
the typical problem of having only high
achievers answer questions while poor
achievers keep mute, avoiding
discovery. Guided notes, response
slates, response cards, and choral
responding are all examples of ASR
methods.
TASK ANALYSIS
 Breaking down complex into
multi-stepped skills
 This approach means breaking
down complex into smaller,
easier-to-learn sequenced
subtasks.
IDENTIFY THE TARGET SKILL TO
BE TAUGHT
 The target skills are listed
among the IEP's goals. The
target skill should consist of a
series of chained discrete
steps (e.g. brushing the teeth,
handwashing, and setting the
 table) with individualized
instructions that match the
learner's characteristics.
IDENTIFY THE PREREQUISITE
SKILLS OF THE LEARNER AND THE
MATERIALS NEEDED.
 The learner's prerequisite
skills are also listed on the
IEP. Once identified, the
teacher can move on to giving
details to the task analysis.
For example, if the target skill
is brushing the teeth, the
learner should have
prerequisite skills of
differentiating between a
toothbrush and a toothpaste,
and holding the toothbrush on
one hand. If the prerequisite
skills are not yet present, the
target skill should be
redefined. Otherwise, if the
prerequisite skills are already
present, the teacher identifies
materials to be used, that are
dependent on the unique
needs of the learner.
BREAKING THE SKILL INTO
COMPONENTS.
 The teacher segments the
target skill into more
manageable components by
completing the skills
themselves and recording
each step, or observing
another person complete the
activity and recording the
steps.
CONFIRMING THAT THE TASK IS
COMPLETELY ANALYZED.
 Teachers confirm the
component steps of the target
skills are represented
accurately and complete and
this is done by having
someone follow the steps
verbatim:
DETERMINING HOW THE SKILL WILL
BE TAUGHT
 The teacher decides on how
the identified steps will be
taught to the learner. This is
done by deciding if a specific
task is manageable or is
needed to be broken down
into phases, based on the
learner's individual needs
(e.g. temperament, learning
style, experience,
environments). It is also
important to select the most
appropriate evidence based
practice, age-appropriate and
developmentally appropriate
strategy in teaching each task.
IMPLEMENTING INTERVENTION AND
MENTORING PROGRESS
The teacher implement practices
identified to teach target skills. The
teacher also follows appropriate data
collection procedures to monitor learner
progress for the specific evidence based
practices. A sample monitoring sheet is
found below.

COMMUNITY BASED INSTRUCTION
 refers to a wide variety of
instructional methods and
programs that educators use to
connect what is being taught in
schools to their surrounding
communities, including local
institutions, history, literature,
cultural heritage, and natural
environments
 Utilizing both the academic and
functional skills in natural
environment
 A method where the “community”
serves as the “classroom”
RELEVANCE COMMUNITY-BASED
INTRUCTION METHOD?
For Students
 will be more interested in the
subjects and concepts being
taught
 will be more inspired to learn
 contexts will be more familiar
For Teachers
 can improve knowledge retention,
 can improve skill acquisition
 serve as an aid in preparation for
adult life because students can
be given more opportunities to
apply learning in practical, real-
life settings
CORE OF COMMUNITY-BASED
INTRUCTION
1. Domestic Domain (self-
management/home/living/daily
living)
 Eating and food preparation
 Grooming and dressing
 Hygiene, health and safety
 Assisting and taking care of
others
2. Vocational Domain
 Classroom/school jobs
 Non-paid work experiences within
the community/internship
 Paid work
experiences/apprenticeship
3. Recreation/Leisure Domain
 School and extra-curricular
activities
 Activities to do alone
 Activities to do with family and
friends
 Physical fitness activities
4. Community Domain
 Travel
  Community Safety
 Shopping
COMMUNITY BASED INSTRUCTION
IN CLASSROOM
Systematic Feedback
1. praise and other forms of
confirmation or positive reinforce
for correct responses, and
2. error correction for incorrect
responses.
Direct and Frequent Measurement
A measurement is direct when it
objectively records the learners'
performance of the behavior of interest
in the natural environment for the skill
while it is frequent when it occurs on
regular basis.
Play-based Learning
This is a hands-on approach where play
activities were used to teach cognitive
skills to learners with intellectual
disabilities.
Technology Applications
Some learners are highly motivated by
using technology bed tools. There are
computer games and tasks that are
instantly rewarding and motivates that
provide instant feedback about their
responses. This could be used so
learners practice a skill on their own.