SPED 310 Instruction Planning Guide

Use the INCLUDE model (described in chapter five) to plan appropriate instruction for
Mark.

This model is based on two assumptions:

1. School performance is result of interactions between the student and the
instructional environment.
2. By carefully analyzing each student’s learning needs and the specific demands of
the classroom environment, teachers can reasonably accommodate most students
with special needs in their classrooms.

Develop reasonable accommodations for Mark within the classroom. This worksheet
guides you through this process.

I: IDENTIFY environmental, curricular, and instructional classroom demands

Mark loves hands-on activities because they help him learn best. Including these in
classroom instruction would help. I think also letting him get up and move for just a few
minutes will help him focus. I would need to keep the instruction short and engaging so
that it will be easier for him to stay focused.

N: NOTE student learning strength and needs

Mark clearly has a desire to learn, and he does understand concepts, just not in the same
way that we do. He likes hands-on and active activities, as well as smaller group things.
He struggles with group gathering time and instruction and needs help to focus.

C: CHECK for potential areas of student success

I think he would do really well in my classroom since he likes hands-on activities.

Because I have it set up like a lab rather than a lecture, there is much more interaction
with materials.

L: LOOK for potential problem areas

Mark struggles with group instruction time, which can poorly affect other students if he is
distracting. He also tends to give up when things get too difficult, and he lacks endurance.

U: USE information gathered to brainstorm instructional adaptations

One of the first thoughts that I had when reading Mark’s overview was that he would
probably benefit from having something to fidget with, whether it be a small toy that he
can mess with or even a band around the legs of the chair that he can kick because it uses
bigger muscles.
I could move his desk so that he is closer to the front and my desk.

I could provide more group learning opportunities so that he doesn’t feel singled out or
alone.

I could use more hands-on experiments.

D: DECIDE which adaptations to implement

I think my first step would be to provide something he could fidget with, preferably the
band around the legs of the chair because it activates bigger muscles and uses more
energy.

I would also do more small focus group things. I think being with fewer people will help
him focus and hear their ideas, as well as be able to share his own thoughts. I will also be
able to help give him more personal help.

E: EVALUATE student progress

I will evaluate Mark’s growth as each adaptation is implemented by watching his

interactions with peers and see if his grades improve.