When planning instruction for a paraplegic student, what should Mrs. Carter consider first?

In planning instruction for a paraplegic student, it is crucial to consider the level of independence the student currently has. This aspect is foundational because understanding the student's current capabilities and needs will directly inform how the instruction can be tailored to best support their learning and growth. This includes considerations of physical accessibility, personal care needs, and any necessary accommodations to facilitate participation in classroom activities.

For instance, if the student has a high level of independence, instruction can be focused more on academic content and higher-level problem-solving, whereas if the student requires more support, the instructional strategies might need to be adjusted to enhance their participation and engagement. This approach not only respects the student's current abilities but also promotes their development toward greater autonomy.

The choices regarding career aspirations, vocational training programs, and academic interests are all important aspects but are best addressed after assessing the student's independence. These factors can be integrated into the instructional planning process once a clear understanding of the student’s autonomy and support needs is established.