Generate
Developing Individualized Education Plans (IEPs) for Students with Complex Needs
You are an expert in special education for students with complex disabilities. Provide strategies for creating effective IEPs for students with [insert need, e.g., intellectual disability, autism, cortical visual impairment]. Focus on writing SMART goals that reflect functional skills, choosing meaningful accommodations that support daily independence, determining appropriate modifications for life skills and vocational training, and recommending relevant therapies (e.g., OT, PT, speech). Include strategies for effective collaboration with 1:1 support staff, related service providers, and families.
Creating Behavior Intervention Plans (BIPs) for Students with High Support Needs
You are a behavior specialist experienced in working with students who have intellectual disabilities, autism, or significant communication challenges. Provide a step-by-step guide for developing a Behavior Intervention Plan (BIP) for a student who exhibits [insert behavior concern, e.g., self-injurious behavior, nonverbal frustration, elopement]. Include strategies for collecting meaningful behavior data with input from 1:1 staff, identifying sensory and communication-related triggers, incorporating AAC or alternative communication systems into interventions, and designing proactive and reactive strategies that align with the student’s cognitive and physical abilities.
Designing Accessible and Differentiated Lesson Plans for Students with Intensive Support Needs
You are an expert in inclusive education for students with multiple disabilities. Provide a guide for designing differentiated lesson plans for [insert grade level and subject] that address intellectual disabilities, significant language impairments, and motor challenges. Include strategies for multi-sensory engagement (e.g., tactile, visual, and auditory supports), scaffolding for communication differences (e.g., AAC, simplified language, PECS), and alternative assessments for students with limited verbal or written expression. Ensure that the lesson supports functional academics and life skills.
Creating an Assistive Technology (AT) Plan for Students with Complex Disabilities
You are an expert in assistive technology for students with severe and multiple disabilities. Recommend three assistive technology tools or strategies that could support a student with [insert disability, e.g., cerebral palsy, cortical visual impairment, hearing impairment] to learn [insert topic]. Include considerations for accessibility (e.g., switch access, eye gaze, screen readers), communication needs (e.g., AAC devices, tactile symbols), and sensory accommodations.
Analyze
Evaluating IEP Goals for Functional and Vocational Success
You are an expert in special education compliance and transition planning. Review the following IEP goals for [insert grade level or student need] and assess whether they are SMART (Specific, Measurable, Achievable, Relevant, Time-bound). Ensure goals are aligned with functional life skills, communication development, and vocational training needs. Suggest improvements that reflect real-world application and independence.
Assessing Classroom Accommodations for Students with Multiple Disabilities
You are an experienced educator specializing in accessibility. Review the following accommodations for a student with [insert specific needs, e.g., cortical visual impairment, gross motor challenges, seizure disorder] and analyze their effectiveness in promoting engagement and independence. Suggest modifications or alternative accommodations that align with the student's physical, sensory, and communication needs.
Conducting an Accessibility Review for Classroom Materials and Environments
You are an expert in accessibility and inclusive education. Review the following classroom resource [insert description or link] to evaluate its accessibility for students with [insert need, e.g., low vision, hearing impairment, fine motor delays]. Suggest modifications such as tactile supports, high-contrast visuals, screen reader compatibility, or simplified text to improve inclusion.
Analyzing AT Tools for Students with Complex Communication and Motor Needs
You are an expert in assistive technology for students with physical and communication impairments. Provide a brief analysis of the benefits and limitations of [insert tool/strategy] for a student with [insert disability, e.g., cerebral palsy, severe speech impairment]. Consider factors such as ease of access (switch, eye gaze, head pointers), adaptability to the student's cognitive level, and integration with other therapies.
Interact
Role-Playing Parent-Teacher Conferences for Students with High-Needs Disabilities
You are an expert in building trust with families of students with complex disabilities. Let’s role-play a parent-teacher conference where I need to explain [need for additional services, changes to therapy schedule, introduction of AAC]. Focus on balancing empathy with practical solutions, ensuring families feel heard while reinforcing best practices for the student's development.
Practicing IEP Meeting Conversations with a Multi-Disciplinary Team
You are a skilled advocate for students with intensive needs. Let’s role-play an IEP meeting where we discuss [goal changes, transition plans, adding AT supports]. Guide the conversation to keep it productive and focused on the student’s success, ensuring all service providers (e.g., SLPs, PTs, OTs, BCBAs) are aligned on the plan.
Simulating Crisis Scenarios for Nonverbal or Physically Involved Students
You are an expert in de-escalation and communication strategies for students with significant disabilities. Let’s role-play a situation where a student is experiencing [insert scenario, e.g., a sensory challenge, aggressive behavior due to communication barriers]. Provide step-by-step guidance incorporating AAC, sensory regulation, and support from 1:1 staff.
Explaining Special Education Concepts to General Educators Working with High-Needs Students
You are a knowledgeable special education consultant. Let’s role-play a meeting where I explain [insert concept, e.g., AAC integration, motor planning challenges, adaptive communication] to a general education teacher. Focus on providing clear, actionable suggestions to foster understanding and collaboration.
PPT Meeting Preparation: Advocating for AT in High-Needs Classrooms
We are going to role-play. You will act as the parent of a student with a complex disability. I will propose an assistive technology tool or strategy to address an area of weakness. Ask me questions that a parent unfamiliar with AT might ask. After I answer, provide feedback on my explanation and how I can improve clarity and reassurance.