Learning Disabilities Instructional Support Planning Process: Definition & Uses

Instructor: Clio Stearns

Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.

If you work with students who have learning disabilities, then you might be pursuing ways to support them in the classroom. This lesson defines and discusses the Learning Disabilities Instructional Support Planning Process.

Working with Students with Learning Disabilities

For the last three years, Tate has been working in an inclusive classroom, one where students with disabilities learn and grow alongside typically developing peers.

This year, Tate has several students with learning disabilities in his class. These students have a high overall cognitive profile, but they struggle with assimilating new material in one or more specific domains. For instance, Tate has a student with dyslexia, who really has trouble with reading and writing.

Tate wants to make the most of the time his students with learning disabilities spend in school. He discovers a method called the Learning Disabilities Instructional Support Planning Process.

Defining the Instructional Support Planning Process

Tate learns that the purpose of the Instructional Support Planning process is to get a clear sense of who students are and what will benefit them most instructionally. The process is a strengths-based model; in other words, it does not view students with learning disabilities in terms of their deficits.

Once Tate understands the components of this model, he is able to create a template to use the process to plan modifications and supports for his students.

Strengths and Needs

First, the model asks that Tate define the strengths and instructional needs of his students. He looks at his student with dyslexia and makes note of the fact that she is very creative and often has ideas about problem solving that would not occur to others. This student is also artistic and thinks well using visual strategies.

On the other hand, Tate notes that she really needs more help with reading comprehension and writing about what she has read at any length.

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