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Students who participate in the Virginia Alternate Assessment Program (VAAP) represent a very
diverse group of learners. While these students share some common learning challenges, each
has unique skills, preferences, and experiences that he/she brings to the learning environment.
As a field, we recognize the importance of educational teams making deliberate and thoughtful
decisions about whether a student meets the participation guidelines for the VAAP and, if so,
how each student will receive instruction in a way that provides access to and progress in the
general education curriculum. IEP teams are charged with developing a comprehensive program
that addresses the full range of learning needs of this group of students that prepares them for
generalization of skills to a variety of post-school environments.
These responsibilities require team members to plan and deliver instruction using proven,
research-based techniques that result in positive student outcomes. Effective instruction is based
on a clear understanding of learner needs and characteristics. The following list represents a
number of documented characteristics of students who meet the participation guidelines for
VAAP.
Difficulty learning new tasks, maintaining new skills, and generalizing skills to new
environments.
Requirements for extensive and long-term supports to access the general curriculum,
participate in multiple learning environments, and live, work, and play in the community.
Learner Characteristics 1
Educational Implications
Best practices have evolved in this field as strategies to address the learner characteristics
outlined above (Orelove, Sobsey, & Silberman, 2004). Again, each child has very individualized
needs, but general themes for instruction include:
Collaborative teaming between and among family members, special educators, general
educators, related service providers and other team members, as appropriate.
Heavy focus on transition from grade to grade, school to school, and, most importantly,
school to work.
Snell and Browder (2000) encourage educational teams to tailor instruction to fit the student’s
current stage of learning for a particular skill. Understanding the student’s skill level will help us
set appropriate expectations and guide decision making about the use of prompting and
reinforcement strategies. The following is a brief description of each stage with basic
implications for instruction.
Acquisition: Student is learning the skill and is achieving at 60% or less on the steps of the task.
When learning a new skill, all of us require more support and assistance. During this stage, the
teacher is careful to provide enough prompting to reduce errors and encourage successive
approximations. The teaching strategies should be outlined and consistent across instructors
with plenty of practice provided so that the student can become more comfortable with the task.
Feedback during this stage of learning needs to be frequent and specific.
Learner Characteristics 2
Maintenance: Student is provided regular opportunities to use the skill, thus reducing the
likelihood that the skill might be forgotten. The teacher is beginning to reduce the level of
prompting and feedback. The student is encouraged to look for and rely on natural cues in the
environment.
Fluency: Student accuracy has exceeded 60%, and the focus of instruction is increasing speed
and/or quality of performance. While the student’s accuracy on the steps of the task may not be
at criterion, the student is no longer a “beginner” with this skill. Again, instruction focuses on
increasing the student’s level of independence, reliance on natural cues and reinforcers, and self-
monitoring.
Generalization: Student is expected to use the skill at the appropriate time and place and to
engage in problem solving related to the task. At this stage of learning, performance should not
be impeded by changes in instructors, settings, or materials. Students will need to be
systematically exposed to a variety of changes in the task so that they can practice appropriate
responses.
Learner Characteristics 3
References and Resources:
Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe
disabilities. New York: Guildford Publications.
Kleinert, H.L, & Kearns, J. (2001). Alternate assessment: Measuring outcomes and support for
students with disabilities. Baltimore: Paul H. Brookes Publishing
Knowlton, E. (1998). Considerations in the design of a personalized curriculum for students with
developmental disabilities. Education and Training in Mental Retardation and Developmental
Disabilities, 33, 95-107.
Orelove, F.P. Sobsey, D., & Silberman, R.K. (2004). Educating children with multiple
disabilities: A collaborative approach (4th ed..). Baltimore: Paul H. Brookes Publishing Co.
Snell, M.E., & Brown, F. (2000). Development and implementation of education programs. In
M.E. Snell, & Brown (Eds.), Instruction of students with severe disabilities (5th ed., pp. 115-
172). Upper Saddle River, NJ: Merrill Prentice-Hall.
Learner Characteristics 4