An examination of four major types of learners: students with disabilities, English learners, students with gifts and talents, and students at risk. Explores how these groups of learners can best be served in general education using effective instructional strategies, including accommodations, modifications, and differentiated instruction.
- integrate and apply comprehensive knowledge of atypical development associated with various disabilities and risk factors e.g. visual impairment, autism spectrum disorders, cerebral palsy, etc., resilience and protective factors e.g. attachment, temperament and their implications for learning, including access to visual communication and visual language.
• Candidates describe the different exceptionalities served in public schools.
- integrate and apply skills needed to ensure that the intervention/instructional environment is appropriate to each student’s specific chronological age, developmental differences, disability and other special needs
- describe the different service delivery models for students with exceptionalities and give the advantages and disadvantages of each.
- integrate and apply ability to develop and implement strategies and best practices (which are appropriate for students with diverse strengths and needs) to include (a) differentiated lessons, (b) instructional sequences.
- integrate and apply an understanding and acceptance of differences.
- describe the role of school personnel in inclusion – including both general and special education teachers.
- integrate and apply the ability to communicate and collaborate effectively to a wide variety of people, including but not limited to individuals with disabilities and other special needs, their families and / or primary care givers, general and special education teachers, related service personnel and administrators, members of trans-disciplinary teams, and other professionals.
• Candidates describe effective methods of collaborating and consulting with parents and other school personnel in the school setting.