DPE and Goal Instruction
DPE and Goal Instruction
A more generally detailed form of an IEP is the diagnostic, prescriptive, evaluative approach (DPE). The DPE approach can be utilized when planning lessons, in any degree of relevance from general curriculum proposals to current measures. The DPE approach identifies a student’s skills and abilities, identifying accomplishment of certain goals and assigning additional practical goals. The idea of diagnosis is to produce a precise, efficient instruction by reflecting upon a student’s strengths and weaknesses. Although goal analysis, development, and application can be exalted notions to ponder, without ...view middle of the document...
DPE first requires a diagnoses of the strengths and weaknesses of a student. The prescriptive measure is then enforced, where a comprehensive educational plan is created in order to enhance a student’s academic success. Upon an interview with Mrs. Buick-Cannon, a special education teacher with 12 years of experience, DPE provides an opportunity for the special education team to monitor students with ID on an individual bases, consequently allowing the specialized team to formulate an approach where educational goals and life skill achievements can be recognized and assessed as they are attained and surmounted. Equally, this formulated approach allows adaptations to be made in order to meet a student’s individual learning style, needs, and measure of achievement (Buick-Cannon, 2015).
Additionally, Mrs. Buick-Cannon specified that the prescribed program of study is typically designed with a combined area of study. An example of this is the combination of independent skills, communicative skills, and social skills which are beneficial to students during the provisional circumstances that transpire between each grade level, and where during specific times in their education, there will be instances where they will be required to perform these particular skills (Buick-Cannon, 2015). As the special education team applies specific objectives, a student’s growth and attainment can be assessed accordingly through data and observation, until mastery of the specific objective is reached. Furthermore, these practices foster the chance to exercise new knowledge and skill, while simultaneously providing immediate teacher directed responses, and where, if necessary, a reflection of instruction practices and student expectancies can be modified (Craig, 2012).
Another vital measure in the DPE approach is goal instruction. Goal instruction is an essential part of successful DPE teaching and is contributory in the construction and valuation of the prescribed matter that is dispensed to students with intellectual disabilities. Goal instruction is a simple, educational instrument that centers on instructional activities, which when applied in a progressive manner, is an exceedingly efficient, successful and specific way of instructing students with ID (Thomas, 1996). Effectual goal instruction begins with the target task, and if needed, can be allocated into lesser tasks, which incorporate both long term and short term objectives, where the lesser tasks are more challenging than the previous one, and where all lesser tasks are distributed in an adequate, successive method. The ideology is the thought that if the level of complexity of every goal instruction task is amplified, then the student’s skill and ability...