Comprehensive Individualized Curriculum and Instructional Design

important that this schedule be based on a same-age peer without a disability). Using the tool, the student’s instructional team will identify when the objectives can be met within the typical instructional settings. Usually all objectives can be addressed within at least 90% of the typical schedule. A facilitator of this process, usually a special educator, can help the team think of ways the objectives can be met within inclusive environments. If an objective cannot be met within the inclusive environments, the facilitator should ask the team if the objectives should be revised to be more appropriate for a student within this setting. Identifying Strengths and Barriers within Inclusive Settings . A daily schedule analysis (sometimes referred to as an ecological inventory; Figure 3) is used to analyze the schedule and instructional environments within typical settings. Similar to the Infused Skills Grid, the first step in completing this tool is to outline the classes and environments the student would attend if he or she did not have a disability. Following the columns in the daily schedule analysis tool, specify for this class/environment: (a) the activities that all students engage in; (b) natural supports that already exist for all students; (c) target skills that the focus student needs to develop in order to participate in these activities; and (d) recommended accommodations and modifications to promote participation for the focus student. A video example of a completed daily schedule analysis with an explanation is provided in the following link: http://my.brainshark.com/Daily-Schedule-Analysis-Simulation-1-39562592 Breaking Down Tasks within Inclusive Environments . The daily schedule analysis provides a broad picture of instructional targets and modifications needed for an individual student. To break down specific target skills needed to be successful in 9