## Planning steps
- Identify the learning target tied to each child’s IEP or present level of performance and write one specific, measurable objective for the lesson (what the child will do, how, and with what accuracy).
- Break the objective into small teachable steps or skill components (sequencing, scaffolding) so you can teach and assess each step.
- Choose 1–3 achievable goals per lesson (not everything at once) and plan short activities (5–15 minutes each) to maintain focus.
## Instructional design
- Use Universal Design for Learning (UDL): provide multiple means of representation (visuals, speech, manipulatives), expression (spoken, sign, written, pointing), and engagement (games, choices).
- Incorporate multisensory methods (visual cues, hands-on materials, movement, audio) to reach different learners and reinforce concepts.
- Build routines and predictability: begin with a clear agenda, signal transitions, and use visual schedules so students know what’s coming.
## Differentiation and supports
- Provide accommodations (extra time, simplified language, visual supports) and modifications (reduced steps or alternate outcomes) as specified by each child’s IEP.
- Use scaffolds: modeled examples, guided practice with prompts, graduated prompting, and fading supports as the child gains independence.
- Prepare alternative access methods (assistive tech, picture exchange, communication device) for non‑verbal or low‑motor students.
## Materials and environment
- Select highly engaging, age-appropriate, and curriculum-relevant materials; keep sensory needs in mind (sensory tools, quiet corner).
- Arrange seating and visual layout to minimize distractions and allow the teacher or aide easy proximity to the student for support.
- Have backup activities and quick breaks (sensory or movement) ready if a student becomes dysregulated.
## Assessment and feedback
- Use brief, frequent formative assessments (observation checklists, quick probes, errorless teaching trials) during the lesson to monitor progress.
- Record performance during the lesson (data on target steps, prompts required) to inform IEP progress reporting.
- Give immediate, specific feedback and reinforce small successes; use tangible or social reinforcers aligned with the student’s motivators.
## Collaboration and family involvement
- Coordinate with therapists, aides, and co‑teachers about the planned lesson, supports, and data collection methods.
- Share the lesson objective and one or two strategies with parents-caregivers so they can reinforce skills at home.
- Use short home–school notes or a digital message to report progress and suggest simple practice activities.
## Example mini lesson (skill: matching colors)
- Objective: Student will match color cards to same‑color objects with 90% accuracy across 8-10 trials.
- Steps: present model → guided matching with hand‑over‑hand if needed → independent matching → generalization with novel objects.
- Supports: color strip visual, fewer distractors on tray, praise + token for each correct match, 1–2 minute movement break between trials.
- Assessment: tally correct matches and level of prompt after each trial; record results on a data
