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
Instruction
Standards-Based Curriculum and Instructional Planning
Lesson Planning
Assessment
Direct Instruction Teaching Method
Differentiation
Interventions for Children with Reading Difficulties
Math Interventions and Strategies
Active Learning Strategies
Delivering Instruction
Multi-Tier System of Supports (MTSS)/ Response to Intervention (RtI)
Progress Monitoring
The Special Education Process
Prior Written Notice
Categories of Disability Under IDEA
Related Services: Supports for Students with Disabilities
Special Education Paraeducators
Collaboration
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, 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).