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PREPARING TO TEACH STUDENTS WITH MILD AND MODERATE DISABILITIES

PREPARING TO TEACH STUDENTS WITH MILD AND MODERATE DISABILITIES. Chapter 1. Chapter objectives. Describe a rationale for using research-based practices in preparing to teach students with disabilities.

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PREPARING TO TEACH STUDENTS WITH MILD AND MODERATE DISABILITIES

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  1. PREPARING TO TEACH STUDENTS WITH MILD AND MODERATE DISABILITIES Chapter 1

  2. Chapter objectives • Describe a rationale for using research-based practices in preparing to teach students with disabilities. • Discuss what beginning teachers should know about federal legislation and the education of students with disabilities.

  3. Chapter objectives continued • Describe the special education process. • Compare and contrast the various settings in which special educators work and their myriad and varied teaching assignments.

  4. Research-based practices • Research-based practices refer to a body of research that supports the effectiveness of teaching methods, strategies, therapies, supplemental aids, and services in the classroom.

  5. IDEA: Scientifically-based research • “…research (that) involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (Sec. 300.35)

  6. Why are research-based practices important? • Through study of research-based practices, special education teachers develop an important knowledge base of effective methods and strategies. • When using these practices in the classroom, teachers have some assurance that their instruction will be effective.

  7. Individuals with Disabilities Education Act (IDEA) • Requires that students with disabilities have access to the general education curriculum (the same curriculum that students without disabilities have) to the maximum extent possible. • Focuses on excellence, high standards, and high expectations.

  8. IDEA continued • Strengthens the role of parents and ensures that they have meaningful opportunities to participate in the education of their child. • Expands the scope of education to include preparing students for employment and independent living.

  9. No Child Left Behind (NCLB) • Addresses early childhood education and the development of language skills and pre-reading skills. • Focuses on assessments that align with state academic content and achievement standards.

  10. NCLB continued • Provides for ongoing assessments each year in Grades 3 to 8 and at least once during Grades 10 to 12. • Includes detailed report cards to parents concerning their child’s progress.

  11. Carl D. Perkins Career and Technical Education Act • Provides increased focus on academic achievement of students in career and technical education. • Promotes reform and innovation to assist students in acquiring the skills and knowledge to meet state and national academic standards and industry-recognized skill standards.

  12. The special education process • Student assistance teams • Research-based intervention • Referral • Determining eligibility • Program planning • Monitoring progress • Evaluating the program

  13. Settings where special educators work • General education classroom: consulting • General education classroom: co-teaching • Resource room • Self-contained classroom • Itinerant (different school classrooms)

  14. Settings where special educators work continued • Day treatment program • Residential treatment program • Hospital-based program • Home instruction • Private school • Home-school program • Charter school

  15. Preparing to teach … • Involves working with a wide range of students. • Includes different responsibilities depending on the type of setting or program.

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