Education Commons^™

Prioritizing Instructional Needs Of Students With Severe Handicapping Conditions, Michael F. Giangreco

College of Education and Social Services Faculty Publications

Traditional instructional processes have focused on assessment, planning, implementation, and evaluation. While these basic steps remain contemporary, there are gaps in the sequence which may adversely affect educational outcomes. Lack of congruence between instructional process steps, selection of non-priority goals and objectives, unbalanced curricular content, lack of parent involvement in educational planning, and frequent absence of critical analysis methodology for the selection of Individual Education Plan goals and objectives represent central problem issues resulting from such instructional process gaps. This article focuses on a practical prioritization process as a method to bridge the gap between assessment and planning. This prioritization …