Objectives The candidate will meet the following Special Educations Standards all beginning Special Education Teachers of Candidates in Individualized General Curriculums in Texas.
issues in definition and identification procedures for individuals with disabilities, including individuals from culturally and/or linguistically diverse backgrounds;
assurances and due process rights related to assessment, eligibility,placement, and services;
articulate the factors that influence the overrepresentation of minority students in programs for individuals with disabilities.
liability issues related to working with individuals with disabilities; and
how to maintain the confidentiality of medical and academic records and respect for the privacy of individuals with disabilities.
exercise objective professional judgment in the practice of the profession;
comply with local, state, and federal monitoring and evaluation requirements;
safeguard confidentiality with regard to students with disabilities (e.g., by maintaining the confidentiality of electronic correspondence and records; ensuring the confidentiality of conversations; training related parties, such as parents/guardians and consultants, to maintain confidentiality);
participate effectively in the identification, diagnosis, placement, and ongoing service of students with disabilities; and
demonstrate advocacy skills and competencies needed to support educational services delivered to students in the least restrictive environment and in the community
typical concerns of parents/guardians of individuals with disabilities and appropriate resources and strategies to help parents/guardians deal with these concerns;
the types of information generally available from parents/guardians, school officials, the legal system, and community service agencies;
ethical practices for confidential communication about individuals with disabilities.
state and federal laws (e.g., IDEA, Title I) that require the assessment of the progress of all students toward state standards;
basic terminology used in assessment (e.g., validity, reliability, norm referenced assessment, criterion-referenced assessment);
ethical concerns related to assessment, including legal provisions, regulations, and guidelines regarding unbiased assessment and the use of psychometric instruments and instructional assessment measures with individuals with disabilities;
criteria used to determine eligibility for special education services;
the processes used for screening, prereferral, intervention, referral, and determining eligibility for special education services;
the appropriate application and interpretation of scores, including standard scores, percentile ranks, and age/grade equivalents;
the purpose, appropriate uses, and limitations of various types of assessment instruments;
methods for monitoring the daily progress of individuals with disabilities; and
the reciprocal nature of assessment and instruction and how to evaluate assessment results to design, monitor, and modify instruction for individuals with disabilities
collaborate with parents/guardians and with other school and community personnel involved in the assessment of individuals with disabilities;
document ongoing student progress and maintain accurate records;
demonstrate responsiveness to cultural and other factors (e.g., ethnicity, language, religion, gender, personal beliefs, nature and severity of disability) by matching appropriate assessment strategies to the characteristics and needs of individual students;
gather background information regarding academic, medical, and family history;
use various types of assessment procedures appropriately;
interpret information from formal and informal assessment instruments and procedures, including the interpretation of various types of scores;
report assessment results to individuals with disabilities, parents/guardians, administrators, and other school and community personnel using appropriate communication skills;
use information from teachers, other school and community personnel, individuals with disabilities, and parents/guardians to make or suggest appropriate accommodations/modifications to learning environments;
develop individualized assessment strategies to evaluate the results of instruction;
Intervention and Planning Strand
apply knowledge of human development and disabilities to plan and
implement appropriate curriculum with appropriate modifications and adaptations; and
how to use Individual Educational Plan (IEP) objectives to plan educational setting and instruction.
incorporate evaluation, planning, and management procedures that match student needs with a variety of instructional environments;
the range and variety of assistive technology, devices, services, and resources;
state and federal laws pertaining to the acquisition and use of assistive technology;
how to access school and community resources for meeting the assistive technology needs of individual students;
link individual student needs with appropriate assistive technology, devices, and services;
find and access school and community resources on assistive technology;
make informed decisions with regard to types and levels of assistive technology, devices, and services (e.g., “no tech,” “low tech,” and “high tech”) and support the implementation of those devices and services based on individual needs;
participate in the selection and implementation of augmentative or alternative communication devices and systems for use with students;
how to evaluate and use assessment results to design, monitor, and modify instruction to improve student learning;
the role of the Texas Essential Knowledge and Skills (TEKS) in the
development of the Individual Educational Plan (IEP) for individuals with disabilities; and
sequence, implement, evaluate, and measure student progress toward individual learning objectives;
evaluate, select, adapt, and use instructional strategies and materials
according to characteristics of the student;
use a wide variety of assessment methods to monitor students’ understanding and adapt mathematics instruction based on the individual strengths and needs of students with disabilities.
Assignments:All written work must follow APA guidelines as specified in the 5th edition of the Publication Manual of the American Psychological Association (2001). Candidates will be given written instructions and rubric for each assignment.
Grading Procedures: Grades will be averaged together and culated by he following weights.
late work is not accepted
Upon your second absence from an undergraduate education course, your final grade will be lowered by one letter grade. In addition, it is unprofessional to miss any field assignment. Therefore in the case of absences from field experiences, not only will the grade penalty apply, but also you will be required to discuss with your professor(s) the most appropriate way to make up that absence.
Upon the third absence you will be dropped from the course. In extreme circumstances (e.g. documented medical emergency), your continued participation the course will be determined in a scheduled meeting with your professor(s).
Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.