General Instructional Guidelines
“Project GIG”
The General Instructional Guidelines "Project GIG" coordinates the
overall instructional activities within the division of Special
Education for Minnesota's Intermediate District 287.
It's a single, comprehensive source that provides teachers, parents and
others with useful information and tools that can be adapted and
incorporated into individual education plans. The
guidelines relate specifically to students who have moderate to severe
mental impairments, though portions of GIG are useful for a wider range
of students with disabilities.
GIG focuses on 12 areas. The content in each GIG area was developed based on a comprehensive Philosophy of General Instructional Guidelines. Within these areas, you'll find curricula, models, examples and resources. It provides suggestions for teacher initiated activities that balance individual student goals within an overall framework of general guidelines.
GIG is a work in progress. It is a curriculum focused on developing life skills, which includes assessments and instructional strategies. It is not a recipe, but rather a menu from which to pick and choose, adapting according to each student's strengths, needs, age and preferences. We invite your questions and comments. We also encourage you to share your experiences, thoughts and best practices with others so that this web site will continue to provide creative and innovative approaches as well as on-going support.
Our Philosophy
Every student has the ability to learn and should experience a growing sense of competence with varied levels of support. Learning is a lifelong process.
Educational planning is student centered. The educational team takes a whole-student approach. Instruction is based on each individual student's needs, strengths and interests. Additional important factors include cultural and ethnic variables, learning styles and backgrounds. All these variables are considered in light of the student's age and what is most appropriate for building life skills for a desirable future.
All team members - student, parents, caregivers, teachers, paraprofessionals, support staff, related agencies - are facilitators of the student's learning. The student is an active participant in the learning process, and is respectfully and appropriately supported. Students learn best when they are engaged in meaningful, relevant and enjoyable learning activities.
All students should be treated with dignity and genuine respect. Giving students meaningful choices imparts dignity and respect. It is critical that each student experiences a growing sense of having a valued role and contributing in meaningful, motivating ways.
Team collaboration is critical in mapping out an educational plan (IEP). Instruction should address the student's engagement in meaningful learning experiences to build skills that ensure a high quality of life; instruction should make certain that the student has a variety of relevant opportunities in which to practice, apply and generalize these skills.
ll students should experience the feeling of being connected with others who share similar values and interests. Inclusion consists of interactions which foster relationships. In addition to building knowledge, it is critical to help students acquire social skills which enhance their reputations and strengthen their opportunities to form and maintain friendships and lifelong relationships.
Assessment and interventions are related and ongoing. Assessment of a student's current levels of ability needs to be both qualitative and qualitative. Descriptive analysis plays a vital role in all areas of assessment and intervention.
Other GIG Information
- Beliefs and Assumptions
- Communicaiton and Literacy
- Developmental Stages
- Integrated Comm. Model
- Checklist, Inventories and Assessment Tools