Planning for Instruction Practice Brief

When planning instruction for students with disabilities, teachers need to consider elements of explicit instruction that will provide access to the general education curriculum and also meet the unique needs of students with disabilities across a variety of outcome areas. Teachers should consider a three-phase cycle of plan, deliver, review and intensify individual, small-group, and whole-group instruction. This brief focuses on planning for instruction by setting meaningful learning targets, determining the appropriate sequence for instruction, and setting clear objectives for each lesson. The brief highlights what teachers need to know about the practice, planning for instruction for students with disabilities, how the practice can be used to support access to the general education classroom, and how to get started planning for instruction. Planning for instruction includes multiple high-leverage practices for students with disabilities including identifying and prioritizing long- and short-term learning goals, systematically designing instruction toward a specific learning goal, and adapting the curriculum tasks and materials for specific learning goals.