When teaching a middle school student with Down syndrome how to make a sandwich, what should be the first step?

Breaking down the task of making a sandwich into a series of smaller tasks is the most effective first step when teaching a middle school student with Down syndrome. This approach aligns with the principles of task analysis, which is essential in special education. By deconstructing a complex task into manageable steps, the student is less likely to feel overwhelmed and can focus on mastering one aspect at a time.

For instance, making a sandwich can be divided into smaller tasks such as gathering ingredients, spreading condiments, adding fillings, and assembling the sandwich. This method allows the student to process each step thoroughly, reinforces learning through repetition, and helps build confidence as they successfully complete each part of the task. This structured approach is particularly beneficial for students with developmental delays, as it provides clarity and a sense of achievement.

The other options, while useful in certain contexts, do not create the same structured learning environment. Showing a video could be beneficial for visual learning but lacks the hands-on approach necessary for skill acquisition. Allowing the student to make any type of sandwich could lead to confusion without clear guidance on what steps to follow. Providing a detailed written recipe may help some students, but without breaking down the tasks, it can still be challenging for those who struggle with text comprehension