DPE Goal Instruction

DPE GOAL INSTRUCTION 1

DPEGoal Instruction

Intellectualdisability refers to the development disability, which affect aperson’s aptitude ability to learn and integrate information. IDmay occur during childhood and could continue throughout adulthood.Students with intellectual ability may find it an obstacle to acquirenew skills and get new information. The paper therefore, is adiscussion aimed at looking into the results from a formulatedinterview between the teacher and students with intellectualdisability. The paper will focus on the process of DPE, analysis togoal instruction, development and implementation of goal setting,methods and attainment of goal setting, and instructional planning.

DPEProcess, Goal Instruction Analysis, and Development andImplementation

TheDPE is an instructional education process that assists the studentswith intellectual disability to realize their educational goals. TheDPE process is applied in a classroom setting when planning forlessons, whereby the general curriculum presents a minute by minuteprocedural formula. Wehmeyer et al. (2007) observes that the DPEprocess helps students with intellectual disability the opportunityto be independent and successful, especially when they integrate itwith goal instructional analysis, which is also an important part ofDPE instruction. The diagnosis, prescription, and evaluationprocesses, for instance, takes lesson planning, and break it downinto instructional segments. These segments will therefore, be easyto be managed and offer specialty for individual student withintellectual disability (Wehmeyer et al., 2003). In this process, thestudent is first diagnosed in regard to skill level terms paralleledwith his or her strengths and weaknesses. This followed by awell-devised and prescribed lesson path aimed at progressively andclosely monitoring these students for success.

Thesestudents portray restriction to different skill and differentabilities. This is the point where the DPE process offers theteachers, students, and parents a chance to make worthy decisionsaimed at meeting the students’ needs, while creating accurate IEP,curriculum, and assessment program (Sands &amp Doll, 2005). Theprocess involves diagnosis, and determination of student’s potency,strengths, and weaknesses, which is then followed by prescription.The DPE process offers an individualized program to the team, for theability to examine and observe every student with the condition. Theteam will therefore be in a better position to put a system whereacademic goals and skills achievements are evaluated and realized.Since individualized education program implements the goals, studentsachievements should be evaluated on a daily basis, weekly, ormonthly. This will help to encourage opportunities to try new skillset and knowledge, especially when student-teacher directed feedbackis adjustable when required.

Goalinstruction for the students with ID demands school-based teamstipulate every individual goal. Majority of the students with IDview such goals to be broad and are involved with behavioral andsocial areas. Teachers aim at setting high, but achievable goals withthese students, to help them in learning important skills. This willhelp them realize and manage adulthood demands. While teaching thesestudents, teachers have involved modification and regulation of theirbehaviors. This has helped to promote and enhance self-determination,which is recognized internationally. Furthermore, Race (2007) notedthat individualized education program strategies have proved to bevital in involving ID students in generalized classroom setting, toavoid over-reliance of students in different classrooms.

Importanceof these Procedures in a Daily Class

Goalinstruction analysis, DPE process, and development and implementationare important in day-to-day class routine. DPE process helps thestudents with ID to acquire knowledge in small amounts. This becausecurriculum has been broken down into small segments and the lessonplan is also designed in a way that appears to be appropriate forthese kinds of students (Wehmeyer et al., 2007). This helps inassisting with their academics. Goal instruction analysis anddevelopment and implementation enable the students to set theirpriorities and understand whatever is required of them in order toachieve, work hard to achieve, within a stipulated period of time. Bydeveloping the goals, these students are then able to concentrate onhow to realize such goals (Wehmeyer et al., 2003). Therefore, thesestudents ensure they make good use of appropriate materials, whileacquiring the necessary skills aimed at such goals.

GoalSetting, Methods, Use, and Instructional Planning

Observationof an instructional setting reveal evidences of goal attainment. In aclassroom setting, the student may have dreams to expect to bemotivated and dreams to achieve. This shows that the teacher is usingthe correct mechanisms towards realizing certain goals and dreamsfrom the students. When such teachers are interviewed, they say thatthe students were able to succeed since they used appropriateinstructional methods of teaching. The availability of effective goalsetting and instructional planning helps the students to succeed intheir specific areas of specialization (Sands &amp Doll, 2005). Ininstructional planning, for example, content may be delivered inthree domains, which are skills, values, and attitudes. A variety ofmethods, in teaching knowledge, is used with the intention of gettingthe student to ready to learn the material. There are importantaspects, which are pointed out and demonstrated in teaching skills,through supervision of the students. In teaching attitude, methodsthat are used required attitude application, especially in certainsituations.

Thesestudents are given opportunities to put into practice what they havebeen taught. These students may use Zig Ziglar’s goal goal-settingformula. Here, the students are able to state their own goals and theadvantages of achieving them, set specific deadline, identifyobstacles, materials needed, and the set of skills to help themachieve them to ensure that their goals are set accurately (Race,2007). For those students with severe IDs, teachers may be forced toadjust the steps to setting of goals. For example, the teacher maybegin by explaining what it means by a “goal”, pay attention totheir goal-setting views, and allow them enough time to express theirselves.In conclusion, students with ID experience difficultieswhen learning, especially through DPE process, instructionaleffective methods, and instruction planning. The use of appropriatestrategies can assist them in achieving their academic goals anddreams.

References

Race, D. G. (2007). Intellectual disability: Social approaches.Maidenhead, England: McGraw-Hill/Open University Press.

Sands, D., &amp Doll, B. (2005). Teaching goal setting and decisionmaking to students with developmental disabilities. In M. L. Wehmeyer&amp M. Agran (Eds.), Mental Retardation and IntellectualDisabilities (pp. 273-296). Boston: Pearson.

Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E., &ampPalmer, S. (2007). Promoting self-determination in students withintellectual and developmental disabilities. New York: GuilfordPress.

Wehmeyer, M. L., Hughes, C., Agran, M., Garner, N., &amp Yeager, D.(2003). Student-directed learning strategies to promote the progressof students with intellectual disability in inclusive classrooms.International Journal of Inclusive Education, 7, 415-428.