Comprehensive Individualized Curriculum and Instructional Design

points: one pretest question at the beginning of the video and a series of questions at the end of the video. Future research could examine at what point the number of questions in a video begins to decrease comprehension due to a lack of coherent viewing of the CAP. Conclusion We began this chapter by noting challenges general and special education teachers face with respect to implementing evidence-based instruction for SWD in various instructional settings. It is very easy to offer technology as a path to supporting students’ needs, but the empirical evidence does not support applications of technology as a student cure-all. With this in mind, teachers and other education stakeholders should prioritize instructional design theory and evidence-based instructional practices when designing or selecting technology to be used with SWD. This will require educators to become technoskeptics, and to learn about evidence- based design principles such as those from Mayer (2009) in order to properly evaluate various instructional products brought to market. CAPs are an intentionally flexible instructional tool. Students can watch CAPs during class, at home, before tests or quizzes, on the bus, and at other times when they have an opportunity to spend a couple minutes receiving high-quality vocabulary instruction. There is no right or wrong way to watch CAPs, so long as the learner is engaged during the brief vignettes. 130