Cory’s disability requires modification to lesson plans to accommodate her.
Communication – Her auditory processing capability is unaffected, so verbal instructions and lecture style lessons would be fine. However she should be provided with written notes in at least a 14 point font.
Instruction – Again, she should be able to respond well to various forms of instruction, provided anything written should be in a larger typeface. If her IEP seating assignment is observed any visual presentation should be fine. Teachers should be mindful of television or projector locations when using these devices.
Participation – She can perform group work and is often a leader in class discussions. Her disability does not restrict her participation in classroom lesson activities.
Productivity – Cory is provided double time in her IEP for all assessments. Teachers should be mindful of this when creating lesson deliverables that are planned to be concluded within one period, but may require extra time. The best approach would be group Project-Based Learning activities, where one role in the group could be served by the disabled student.
Environmental Control – the preferential seating and keyboarding requirement are the only environmental issues that need to be addressed for this disability.
The SETT framework guides individualized planning and instruction for a diverse classroom setting. The acronym reminds educators to design and implement lesson constructs that are cognizant of the Student, their Environment and the required Tasks, while taking into consideration the available Tools.
