Traditional instructional processes have focused on assessment, planning, implementation, and evaluation. While these basic steps remain contemporary, there are gaps in the sequence which may adversely affect educational outcomes. Lack of congruence between instructional process steps, selection of non-priority goals and objectives, unbalanced curricular content, lack of parent involvement in educational planning, and frequent absence of critical analysis methodology for the selection of Individual Education Plan goals and objectives represent central problem issues resulting from such instructional process gaps. This article focuses on a practical prioritization process as a method to bridge the gap between assessment and planning. This prioritization process is based upon a set of criteria which are agreed to by planning teams which include educators, related service personnel, and families. This process increases the probability that contextually relevant plans will be developed to assist persons with severe handicapping conditions to maximally participate in a variety of least restrictive, integrated environments.
Giangreco, M. F. (1986). Prioritizing instructional needs for learners with severe handicapping conditions. Paper presented at the 63rd Annual Convention of the Council for Exceptional Children, Anaheim, CA. (ERIC Document Reproduction No. ED 270 939 or EC 182 940).