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Inclusive Programs: Individualized Instruction

One aspect of inclusive education is individualized instruction. Individualized supports are not only provided by special educators who may only be in the classroom for 30 minutes/week - they are intentionally designed opportunities for children to learn and practice new skills in context. Differentiating instruction has the following steps:

  1. Observe and assess. Collect information and data about the child and their current skills and development using work samples, observations, photos and/or other assessments and screeners. Think about what skills the child already has and what skills they are still learning. Use your knowledge of Vermont's Early Learning Standards to think about where the child is on the developmental spectrum.

  2. Determine the learning goal for the individual child. What are the priorities for teachers and the family? In some cases this might be an IEP goal. In other circumstances, it may be a more discrete skill that the child needs to learn in order to meaningfully participate in the classroom. Remember to choose a goal that is within easy developmental reach for the child.

  3. Plan lots of classroom opportunities to learn and practice the skills through routines, activities, and changes to the environment. Aim for at least 10 opportunities/day for the child to practice the new skill. Remember that new skills must be taught, then practiced and scaffolded, before they can be used independently or generalized.

  4. Monitor child progress on the skills.

  5. Refine and change goals as needed.

Once you know what the child's goals are, you'll need to consider how and what strategies you will teach. Teachers who are individualizing instruction should familiarize themselves with strategies to provide targeted instruction and how to embed learning opportunities throughout a child's natural routines.


When a child needs targeted instruction on a skill, you might begin by modeling from an adult, puppet, or peer, then role-playing the skill with the child. You can also use a picture book, social story, task strips, videos, or other visuals to introduce the skill and to prompt its use. Your introduction could be in a whole group circle, with a small group, or individually.


Introduction of the skill is just the first step though! Without a lot of practice in different contexts, children will not be able to apply the new skill. Children who are still practicing a skill need a reminder to use the new skill, support to remember the skill (such as scripted language or visuals), and encouragement and positive feedback for using the skill appropriately.


In order to gain enough practice, teachers will need to plan for embedded learning opportunities throughout the child's day. This is a way of intentionally building "teachable moments" into routines and activities where the skill can be practiced. It is often helpful for teachers to think about the routines of their day and ways that the child might be able to practice the skill during that routine. For example, a teacher who has a child working on sharing might intentionally design many natural opportunities for the child to share - at arrival, during meals, and at circle time. Here is one planning sheet that allows teachers to think about how to embed learning goals. Here are some additional examples of how that can look when the sheet is completed.


Embedded learning opportunities might also offer other children specific learning. For example, three children who are engaged in a small group cooking activity might have different learning goals. One child might be working on 1:1 correspondence, another might be working on sharing the materials, and the third might have a fine motor goal. Skilled teachers are thinking carefully about all children's goals as they plan their classroom activities and routines.



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