dentify a skill to be taught to a student with a significant intellectual disability, and describe the use of a particular instructional tactic (p. 97-114) that could be implemented to support the learning of the skill. While each student is a unique individual, there are some instructional tactics that tend to be almost universally effective when it comes to teaching new skills to students who require substantial supports for learning. These tactics are part of what is known as systematic instruction, and are outlined in Chapter 5 of our textbook. For this activity, I would like for you to (a) choose a skill to be taught to a student with significant intellectual disabilitiesplease choose something different from the examples given in the textbook; (b) develop an instructional sequence to introduce the skill to the student; (c) choose one of the tactics in Ch. 5 to integrate into the instruction of the skill; (d) identify and describe the purpose of the tactic, and describe thoroughly and precisely how the tactic will be used to support learning the identified skill; (e) practice teaching this instructional sequence with another person and produce a 1-minute video of the practice session (preferably with an adult or young adult); then implement the instructional sequence with your student; and finally, (f) provide a 2-page written reflection of the experience, noting the measured student outcomes, your perceptions, insights, and any considerations for instructional improvement. This activity should culminate in a 2 page, double-spaced description of the tactic and reflection, and a 1-minute video of your practice session. Video of practice session Video is clear, comprehensive, and 1- 1:30 in duration Video is somewhat clear, and/or not comprehensive, and 1- 1:30 in duration Video is unclear, not comprehensive, and/or less than 1min in duration Precise description of the use of the tactic The plan for using the tactic within an instructional sequence is precise and thorough. The plan is lacking in terms of it being thorough, and/or precise The plan is not thorough or precise. Reflection The reflection of the experience offers thoughtful insight and considerations for improving the process of the use of the tactic The reflection of the experience offers thoughtful insight or considerations for improving the process of the use of the tactic The reflection of the experience lacks thoughtful insight or considerations for improving the process of the use of the tactic Quality of reflection Reflection has all of the following: (a) clear; (b) thorough (2 page); (c) free of grammatical errors Reflection has two of the following: (a) clear; (b) thorough (2 page); (c) free of grammatical errors Reflection has 0-1 of the following: (a) clear; (b) thorough (2 page); (c) free of grammatical errors