Why is it important for instructional planning to be considered for students with physical, health impairment's, and traumatic brain injury, and what will be the differences that specialized instructional planning make for students with these issues?
Instructional planning should always consider not only the curriculum, but also the individual learners' needs and abilities. Foremost, the teacher should consult any IEPs, 504 paperwork, RTI considerations, or other special education modifications and accomodations assigned to any of the students in his or her instruction. Teachers are legally bound to serve special education students by carefully meeting the directives in these documents. In doing so, the teacher will better be able to gauge what sort of learning activities or assignments are most appropriate for the specific students being served. For example in one situation, a teacher may realize that a group hands-on style activity may be ideal for some of the students in her class, but could potentially be too loud or disorienting for a student with a concussion or traumatic brain injury.
Ultimately, the most important thing to remember in instructional planning is to pay attention to students' needs and abilities and consider how the students will be served when developing any kind of instruction.