From Prompting to Independence: Teaching Literacy and Math to Students with Significant Cognitive Disabilities

Participants will explore evidence-based strategies designed to increase student access, engagement, and independence in instruction aligned with grade-level standards and the Georgia Alternate Standards.

The training will highlight systematic instructional approaches commonly used in adaptive classrooms, including explicit instruction, task analysis, prompting hierarchies, time delay, and scaffolded supports that gradually move students from teacher assistance to independent performance. Educators will examine how prompt fading and structured prompting systems can build independence while ensuring students have consistent opportunities to practice critical academic skills!

Participants will also learn strategies to promote generalization and maintenance of skills, ensuring that students can apply literacy and math concepts across instructional settings, materials, and real-world contexts. The session will emphasize the importance of data-based decision making and progress monitoring to guide instruction and adjust supports. The training will include practical applications of assistive technology and accessible instructional tools that support communication, engagement, and access to academic…