Comprehensive Individualized Curriculum and Instructional Design

Walker, 2010; Vatland et al., 2011) were: (a) use person-centered planning methods; (b) use teacher-directed instructional strategies; (c) teach students skills needed to self- direct learning; (d) create and maintain a system that involves family supports and family involvement; and (e) organize environments to provide enriched opportunities, supports, models, and resources. In their practice guide, Loman et al. (2010) provide a definition of the practice, level of evidence and social validity, a brief summary of support for the practice, instructions for how to implement the practice, and identified barriers or limitations of the practice. The promotion of self-determination is critical to the development of an effective and meaningful program for IWD. The practices and procedures presented within this chapter and the remainder of this text should be framed with promoting self- determination in mind. Guiding Principle 3: Examine the Current and Future Inclusive Environments Mapping Objectives to Activities in Inclusive Environments . After planning with the individual and understanding their preferences, the next step to designing an effective inclusive instructional program is to examine the instructional environments. When examining the current and future environments, identify their current goals and objectives within the context of an age-appropriate inclusive instructional setting. A common tool used for this is the Infused Skills Grid (Peak Center Inc., 1999; http://www.cde.state.co.us/cdesped/accommodationsmanual_infusedskillsgrid ) . The Infused Skills Grid should be completed by inserting the student’s current objectives in the horizontal rows. Then, complete the schedule of a typical student’s day (it is 8