Special Education Intervention Plan - Assignment Example

• Standards and/or • Competencies • List all standards and/or competencies used for this lesson here.  Use Extended Learning Standards if appropriate or Early Learning Standards if appropriate  Links to Bloom’s Taxonomy and Adapted Bloom’s Taxonomy if appropriate • • Academic Language & Vocabulary Basic English words mainly: 1. Help 2. Wait 3. Move 4. Okay   Materials Needed 1. Place cards  2. Picture diagrams   Procedure Outline your lesson here. Introduction, Middle, and Conclusion Include times. Include evidence-based practices and cite research You and the Mentor do: Introduction: 1. To introduce the topic. Show students steps to walk and tell them what they are supposed to do. Middle: 1. Demonstrate how to walk up and down steps 2. Say the words used during the process 3. Show the place cards and pictures of the words 4. Ask students to repeat the words 5. Tell how and where the words are used 6. Mention the words and ask the students to say where and how they are used Conclusion: 1. Supervise the movement of students and correct them where necessary. Students do: Introduction: 1. Students pay attention and ask questions  Middle 1. Watch the teacher 2. Listen to the teacher. 3. View the place cards and picture diagrams 4. Repeat the words said 5. Say where and how the words are used. Conclusion: 1. Walk up and down the steps.   Differentiation Strategies Address needs of groups and individuals as needed Maintenance and  Generalization Strategies     The supervisor should pay attention to the movement up and down the steps especially from one step to the next for the students. Very close attention is to be accorded to Rosa since she has very low muscle tone and falls frequently which could prove fatal. Additionally, Rosa’s fine motor skills are not fully developed hence supervisor should ensure that Rosa is supported either by her peers or the supervisor to do it in person. Communication during the process should be encouraged to ensure that the peers help each other and learn to say the words   Assessment How will you assess student learning for this specific lesson? (Pre- Assessment Formative assessment and Post Assessment) Data collection and documentation of data collection.    Pre-Assessment: The use of question and answer method. The supervisor will find out if Rosa can walk up and down the steps independently with their peers and can use expressions to represent words to be used.   Post-Assessment The performance of Rosa during the activity will enable the supervisor to carry out the assessment. This information will be obtained during the practical session period and additional information from the knowledge obtained from peers as well as parents. The information is obtained and documented. 
Rationale Including Knowledge of Students and
Before & After the Lesson

Why are you teaching this? Explain the importance of the lesson, what the students will learn, and why you want them to learn this. Explain the relationship to the IEP goals.
What came before this lesson? How does this lesson connect to previous lessons?
What will come next? How will this lesson lead to the next one?

The lesson bases just on Rosa’s motor skills. Since Rosa has low muscle tone and poorly developed motor skills there is a need to improve these skills. The area of interest is the ability to coordinate movement so that she can move up and down steps without struggling. The activity is interesting so this will create a good understanding between the supervisor and Rosa. This will help develop fine motor skills which will be used in other areas of her life which include feeding. This will be done repeatedly but in stages to ensure Rosa can do it independently without much risk or problem. During the process, some communication skills are also learned.

Engagement Strategies
How does this lesson engage students and help them achieve the goal of the lesson? How will you measure their engagement and time on task? How are you incorporating assistive technology into the lesson? How are you using para-professional support in the activity if appropriate? The activity being interesting there should be good understanding between Rosa and the supervisor once the activity begins. Additionally, the active participation of her peers will ensure she actively participates in the lesson. The use of pictures and place cards will enable her to understand some actions during the lesson since she is capable of communicating using expressions. Read More