Summary of Instructional Issues Students attending the Supported Communication Program/Intensive Academic Classroom (SCP/IAC) in kindergarten/first grade must become self-directed learners. Self-directed learners are according to Abdullah (2007), “responsible owners and managers of their own learning process. SDL [Self Directed Learning] integrates self-management (management of the context, including the social environment, resources and actions) with self-monitoring (the process by which students monitor, evaluate and regulate their cognitive learning).” (What is self-directed learning? Section par. 2). A common Individual Education Program (IEP) goal for all students in the program is to transition to spending 39% of the day in general education (Taylor, Wile, AND Coyote IEP, 2014, p. 16). Students in every classroom, in general and special education, must know and follow the rules without reminders — reminders that interrupt the flow of teaching and learning. Self-directed learning is a lifelong skill that students must master. As students internalize the rules, they become self-directed learners who move from one group activity to another, modifying their behavior as needed for the rules of the new activity. According to the Washington State Early Learning and Development Guidelines, 5-year-olds entering kindergarten may be able to self-direct by “modifying actions to meet what is expected in different contexts and conditions, like taking off your shoes at home, leaving them on at home.” school and put on boots in the rain. (Washington State Department of Early Learning, Washington State Office of the Superintendent of Public Instruction, Thrive by Five Washington, 2012, p. 88). Students follow relevant rules...middle of paper...breaks so that students' skill levels are at grade level or one grade lower to allow them to transfer from the IAC program to general education. References Abdullah, M.H. (2007, July 26). Self-directed learning. (ER Education), Ed.) Retrieved May 2, 2014, from education.com: http://www.education.com/reference/article/Ref_Self_Directed/Taylor, S. (2014). Wie E Coyote IEP. Individualized educational program. Taylor, S. (2014). Wile And Coyoe FBA. Evaluation of functional behavior. Washington Stae Department of Early Learning, Washington State Office of the Superintendent of Public Instruction, Thrive by Five Washington. (2012, June 8). Washington State Early Learning and Development Guidelines; From birth to third grade. Retrieved May 2, 2014, from Washington State Department of Early Learning: http://www.del.wa.gov/publications/development/docs/Guidelines.pdf