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Domains are areas of student need organized into categories.
Four of the five Matrix domains (Curriculum and Learning Environment, Social/Emotional
Behavior, Independent Functioning, and Communication) are consistent with the definitions
for present level of educational performance, annual goals, and short-term instructional
objectives. The Health Care domain (Domain D), may not necessarily be addressed by
the level of performance, goals or objectives, rather, being addressed by "related
services".
It should be noted that an IEP does not need to address
every domain, but rather only those domains that represent the priority needs for the
student during the next year. Since there is overlap across domains, it may be
appropriate to combine domains. The list below was generated to assist instructional
personnel, parents and other professionals in identifying typical areas of need for
students with disabilities. The list is not intended to be all-inclusive.
Items may be added, adapted, or combined in any way appropriate for a student.
Domain A: Curriculum and Learning Environment
This domain includes services provided to the student in the areas of curriculum,
instructional services, and learning environment. The nature and intensity of
accommodations and the divergence from regular program in curriculum, instructional
strategies and learning environment are the guiding factors in determining the level of
service.
Task-Related Behavior
Domain descriptors for this subcategory
approach to new tasks |
attention to tasks |
attention-getting |
class attendance |
class entry |
class preparation-materials |
cooperation |
following routines |
homework assignments |
in-location behavior |
in-seat behavior |
participation |
promptness |
request assistance |
request compliance |
school attendance |
task accuracy |
task completion
(independent) |
task completion (with time
limits) |
task orientation |
task prioritizing |
task-switching |
use of objects within the
environment |
voluntary responding |
work scheduling |
Cognitive Processing--specific mental manipulations
Domain descriptors for this subcategory
cause and effect |
classification |
comparison |
concrete plan |
contrast |
creativity |
directionality |
imagination |
imitation |
inquiry |
investigation |
manipulation |
matching |
observation |
prediction |
pretending |
problem-solving |
representation |
sensory awareness |
sensory discrimination
(tactile, visual, auditory) |
sensory integration
(tactile, visual, auditory) |
sensory tracking (tactile,
visual, auditory) |
separating self from
environment |
sequencing |
seriation |
sorting |
spatial relations |
symbolic play |
Strategic Learning
Domain descriptors for this subcategory
aids to memory (mnemonics) |
critical listening |
goal-setting |
identifying main idea and
supporting details |
identifying sources of
information |
independent study |
listening for verbal cues |
locating information |
notetaking |
organizing information |
organizing tasks |
outlining |
paraphrasing information |
planning |
recognizing important
information |
scanning for answers |
seeking help when needed |
self-correcting |
self-monitoring |
skimming for information |
task-switching |
test preparation |
test-taking |
time management |
Higher Thought Processes
Domain descriptors for this subcategory
choosing |
classifying |
comparing |
contrasting |
creating |
deducing |
designing |
estimating |
evaluating |
grading |
illustrating |
imagining |
inventing |
investigating |
judging |
predicting |
rating |
research skills |
selecting |
Socratic thinking |
Domain B: Social/Emotional Behavior
This domain includes services required to support the social and emotional needs of
students with exceptionalities. Services included in this domain address behavior
management, social skills development, and socialization. The nature, frequency and
intensity of intervention and/or collaboration determine the level of service.
Personal Adjustment--affective skills
Domain descriptors for this subcategory
acceptance of defeat |
accepting consequences of
actions |
adjustment to environmental
changes |
appropriate
attention-getting |
compliance |
coping with demands of a
variety of settings |
coping with frustration |
coping with stress |
frustration tolerance |
handling of new situations |
independent task completion |
pride in accomplishment |
recognition of emotions |
responsibility for own
actions |
self-confidence |
self-control |
self-esteem |
understanding strengths and
weaknesses |
Interpersonal Relationships--skills involved in relating to others
Domain descriptors for this subcategory
accepting assistance from
others |
appropriate initiation of
adult interaction |
appropriate initiation of
peer interaction |
courtesy |
demonstration of trust |
eye contact |
facial expressions |
giving assistance |
greetings |
initiating |
involvement in peer group
activities |
peer acceptance |
physical proximity |
physical self-control |
respect for others’
property |
self-assertion |
sharing materials |
tact |
turn-taking |
verbal introductions |
working in a group on a
common goal |
Domain C: Independent Functioning
This domain includes services required to support and encourage the independent
functioning of students with exceptionalities. These services include instruction in
organizational strategies, assistance for activities of daily living and self-care,
physical therapy, occupational therapy, mobility services, and supervision and monitoring
of students. The need for assistance and/or supervision, and the nature and intensity of
interventions, determine the level of service.
Daily Living/Self-Care Skills--self-help and personal care routines leading
toward independence
Domain descriptors for this subcategory
assisting/taking care
of others |
awareness of danger |
awareness of personal needs |
dealing with illness |
dressing |
eating |
grooming |
handling dangerous
situations |
handling emergencies |
home living |
management of clothing |
money management |
oral and nasal care |
organization of belongings |
personal body awareness
(prevention of abuse) |
personal information |
scheduling/budgeting
/planning |
self-protection |
substance awareness |
toileting |
use of medicines |
Recreation/Leisure
Domain descriptors for this subcategory
alone activities |
family/friends at home and
in neighborhood |
family/friends in the
community |
physical fitness |
school and extracurricular
activities |
Community Participation
Domain descriptors for this subcategory
adjusting to routine |
eating out |
general shopping |
grocery shopping |
handling money |
orientation and mobility |
purchasing |
safety |
transportation |
using community services |
using community technology |
volunteer activities |
Vocational/Employment
Domain descriptors for this subcategory
establish routines |
job seeking skills |
managing resources |
work attitudes and
behaviors |
workplace ethics |
workplace skills |
Physical Development: Gross Motor--skills involving large muscle movement
Domain descriptors for this subcategory
ambulation |
balance |
body awareness |
mobility |
motor planning |
movement exploration |
position in space |
posture |
range of motion |
relational movement |
sequential movement |
Physical Development: Gross Motor--skills involving small muscle movement
Domain descriptors for this subcategory
drawing |
eye-hand coordination |
grasp/release |
mobility |
motor planning |
posture |
range of motion |
reach |
swallowing |
tactile exploration |
task sequence |
writing |
Domain D: Health Care
This domain includes the services provided to students with exceptionalities who have
special health care needs. Services may be related to monitoring health conditions,
provision of related health care, and interagency collaboration. The frequency,
nature and intensity of the services provided and the qualifications of personnel required
for services and collaboration determine the level of service.
Domain E: Communication
This domain includes services required to support the communication needs of students
with exceptionalities. Services include personal assistance, instructional
interventions, speech/language therapy, and the use of alternative and augmentative
communication systems. The frequency, nature and intensity of the services and the
qualifications of personnel required for services and collaboration determine the level of
service.
Domain descriptors for this category
augmentative/alternative
systems or devices |
Braille |
communicating daily needs |
communicating in ways that
are appropriate to context |
conversing |
conveying desires- feelings
and physical needs |
describing |
following communication
formats and styles when communicating in print |
information exchange with
technology |
initiating communication |
initiating interactions as
situations necessitate |
interest in communicating |
interpreting and reacting
to facial expressions voice- tones and gestures |
listening attentively
without interrupting |
oral motor skills |
organizing information in
ways that are easy to understand |
phoneme articulation |
phonological processes |
requesting |
response to communication |
sign language |
speaking in simple
sentences |
speech fluency |
topic elaboration |
turn-taking |
understanding questions |
understanding requests |
understanding specific
constructions |
understanding the concept
of communication |
understanding vocabulary |
use of language in
problem-solving |
using questions |
using vocabulary |
word-combining |
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