Partial Participation Essay

Partial Participation is an affirmation that students with a severe disability can acquire numerous skills that will allow them to function at least part of the time in a wide variety of least restrictive schools, nonschool environment, and activities.

Should be viewed as a supplement to other instructional strategies

Educational programs should teach performance of chronological age-appropriate and functional skills in different environments. ( This is not the case for numerous programs for students with a severe disability.)

Numerous hypothesis that contributes to educational programs is unacceptable for students with a severe disability.

Developmental Age Hypothesis: determines the environment, activities, skills, instructional materials,

For example, student it taught a basic skill for a more complex skill. It is argued that they are using partial participation but the basic skill that the student learns will unlikely benefit the student later in life.

The intent of Partial Participation: to maximize the repertoire skills for each student.

Individualize Adaptations is personalize and enables a particular student to participate at least partially in a particular age appropriate and functional activity.

The purpose of individualized adaptations is to enhance at least partial participation in a wide range of challenging, interesting, functioning, enjoyable environments, and activities for both students with/out disabilities. ( Students with a severe disability are able to engage in appropriate activities within numerous environments without the use of adaptations.)

Types of Individualized Adaptations

Utilizing personal assistance: verbal, gestural, physical, or supervisory assistance provided by another individual.

Adapting skill sequences: engage in an activity utilizing a different sequence from what is used by students without a

Phase 4: “Determining the skills the student probably cannot acquire”: skills a student unlikely to acquire with systematic instruction over a long period of time.

Phase 5: “ Generating adaptations hypotheses”: determine if appropriate adaptations are available. If none is available the task is to create those that might enhance or allow performance of skills missing.

Phase 6: “ Conducting an Adaptation Inventory”: The teacher or appropriate personal determines over a number of trials the skills the student can perform in acceptable skills fully or partially and the skills they cannot perform partially or fully using adaptations.

Phase 7: “Deciding upon individualized adaptations”: The teacher or appropriate personal make judgments as to which individualize adaptations will they used and this decision should consistently be reviewed. The reason for selecting this adaptation should be recorded.

Phase 8: “ Determine the skills that probably can be acquired using individualized adaptations”

Cautions on deciding on using Individualized