This course provides an orientation to 21st century teaching that includes legal and organizational aspects of public education; history and philosophy of education; and provides insights to support the educational needs of diverse students in their learning environment. Specific topics covered can be found in the course schedule. The course was developed by Dr. Stacie Austin and Dr. Amy L. Weems- University of Louisiana Monroe.
This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.
This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.
The book is designed to accompany an introductory level general special education course: The Dynamic Role of the Special Educator.
Table of Contents:
Defining and Understanding Special Education
Roles and Responsibilities of the Special Educator/Case Manager
Standards-Based Curriculum and Instructional Planning
Direct Instruction Teaching Method
Interventions for Children with Reading Difficulties
Math Interventions and Strategies
Active Learning Strategies
Multi-Tier System of Supports (MTSS)/ Response to Intervention (RtI)
The Special Education Process
Prior Written Notice
Categories of Disability Under IDEA
Related Services: Supports for Students with Disabilities
Special Education Paraeducators
IEP Service Delivery
Disproportionality of specific racial and ethnic groups in special education
Culturally Responsive Teaching
This textbook provides information on the practice of teaching special education in the secondary schools. Research-based practices are explained for supporting student functioning in language arts, math, and other content areas. Specifically, the eight chapters address: (1) Introduction to secondary special education; (2) Curriculum-based measures to inform learning; (3) Strategies for working in a co-teaching environment; (4) Strategies for improving student behavior; (5) Strategies to support post-secondary transition; (6) Strategies for improving student outcomes in reading; (7) Strategies improving student outcomes in writing; and (8) Strategies for improving student outcomes in math.
This module should be studied alongside the following other modules: Educational Psychology, General Psychology, Developmental Psychology, Learning Psychology, Guidance and Counseling and Educational Testing and Evaluation. The module is an introductory course for teacher education trainees. It is advisable before studying this module for the student to acquaint himself or herself with principles in general psychology because many concepts in the area of special needs education are based on psychological principles. Therefore, the student needs to understand the contribution of psychology to the theory and practice of education, to be conversant with self-assessment procedures, to have good knowledge in his or her subjects and to know about the personality of learners. It is also important to know about learners’ individual differences, moral, social, and cognitive development, theories of learning, guidance and counseling and educational testing and evaluation.
This Module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
This Module, second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings (est. completion time: 1.5 hours).