Developing high-quality programming for students with moderate to severe disability (MSD) and/or autism spectrum disorder (ASD) can be challenging for teachers across the range of experience and training including those in rural contexts. This article outlines a process for the iterative refinement of teaching programs comprised of an evaluation of the current program, the identification of targets for improvement, the development of goals and objectives, and the creation of an implementation plan. Furthermore, strategies for facilitating implementation are discussed.
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Robert C. Pennington (2017) studied this question.
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