Topic 1 DQ 2_SPD-500

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Moi University *

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660

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Psychology

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Nov 24, 2024

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Uploaded by kamandejohn2030

Once a student meets the requirements for eligibility for services, special education teachers use the characteristics and best practices defined by research and the results of the evaluation and informal measures to plan specially designed instruction. Specially designed instruction may include changes to the content that will be taught, changes to the methodology or instructional strategies used to support the student, and changes to the delivery of instruction. How understanding the characteristics of disability eligibility categories can assist teachers in planning specially designed instruction to meet the unique needs of students. Include a real-world example to support your ideas. In replies to peers provide and discuss additional examples that support the ideas presented. Teachers need to understand the characteristics of each disability to better formulate a plan of instruction that is specific to those students' disabilities. In a special education system, planning a single lesson or teaching plan is impossible because one size does not fit all. Then there is the IEP's role. In the special education context, a tailored education program is critical to different forms of disabilities. For instance, sensory deficiencies might include speech issues, hearing loss, and poor eyesight, among other things. There may also be cognitive impairments and physical abnormalities. Accordingly, special educators should consider tailor-made instructions and lesson plans for each student, taking into account the various demands of children with special needs. Students with sensory impairments cannot be taught in the same way that students with cognitive impairments are. Therefore, based on the characteristics, the educator can plan the manner of education and teaching. These characteristics further assist teachers in determining the type of instructional aids that should be employed to promote comprehension. In some circumstances, the appraisal or progress made by the student should be measured in a variety of approaches and dependent on the disability's features. These

characteristics of impairment are also used to plan how particular technological aids should be adopted in the classroom.

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