The DAI Instructional Design Process
Developmentally Appropriate Instruction
Appropriate developmental assessment drives the design of appropriate DAI instruction.
100. Developmental assessment determines student strengths and preferences in each goal domain.
101. Vocational/ Employment strengths and preferences
102. Community-based skill strengths and preferences
103. Daily Living skill strengths and preferences
104. Functional Academic/ Transition skill strengths and preferences
200. IEP team/ evaluation team agrees on attainable goals basedon the strenths and preferences for each student.
201. Attainable vocational/ employment goals
202. Attainable community-based goals
203. Attainable daily living goals
204. Attainable functional academic/ transition skills
300. IEP team draws on goal banks for designing individualized goals in each DAI domain.
301. Vocational/ employment goal bank
302. Community-based skills goal bank
303. Daily Living skills bank
304. Functional Academic/ Transition skills bank
400. IEP team designs developmentally appropriate goals and appropriate supports and accommodations for each student in each domain deemed appropriate by the team..
401. Individualized vocational/ employment goals
402. Individualized community-based skill goals
403. Individualized daily living skill goals
404. Individualized functional academic/ transition skill goals
500. Instructional staff delivers individual and small group instruction with appropriate supports and accommodations for each goal.
501. Specially designed vocational/ employment instruction
502. Specially designed community-based skill instruction
503. Specially designed daily living skill instruction
504. Specially designed functional academic/ transition skill instruction
When designing instructional goals, the team should also give consideration to the possibility that some student strengths will have multiple applications in more than one goal domain.