EdNova
PI 34.15(4)(g)&(h) Special Education
This workshop requires that you read at least five articles on disabilities and IDEA from these web sites:
- http://www.specialednet.com/Resources.htm
- http://www.ncld.org/at-school/especially-for-teachers
- http://special.edschool.virginia.edu/information/interventions.html
- http://www.as.wvu.edu/~scidis/learning.html
- http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx
- http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/speced_links.aspx
- http://www.medicalassistantcertification.com/resources/medical-library-disability-resource-center/
and write a five- to seven-page paper discussing instructional strategies you will incorporate for teaching students with identified disabilities who might be mainstreamed into your class with at least three examples of adapted lesson plans .
This paper should show your knowledge, understanding, and skills in:
- Procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers.
- Modifying the regular education curriculum when instructing pupils with disabilities.
Once you have completed the paper for this workshop send it as an email attachment to Mark Stensvold.
Contact Mark for more information on this workshop.
Use this form to pay for your stipulation workshop.
Use this DPI application form when you renew your license (fill out page 3 and include the completion letter we will email to you).
Here is the rubric for this Special Education Workshop:
|
10 |
9 |
8 |
7 |
Mainstreaming strategies |
Paper clearly explains modifications needed for three different special needs, showing ways to support learning for students who are challenged in some way and ways to modify assessment accurately. |
Only two special needs are fully addressed with modifications of instruction and assessment strategies. |
Paper makes a cursory attempt at describing instructional and assessment strategies, but ideas are too general to be used. |
Paper addresses special needs in general, but does not focus on strategies that might be used with special needs students. |
Lesson plans |
Lesson plans clearly show appropriate modifications that facilitate learning for students having three different special needs (one per lesson) |
Modifications are either obvious or labeled, or don’t clearly provide support for the target student need. |
Lessons don’t provide enough of a challenge for the students (too much is ‘given’) |
Lessons are confusing and modifications are not clearly labeled |
Requirements |
Paper addresses general modifications; three lessons, each targeted for a specific special need; assessment modifications should be included |
Unit includes two of previous list |
Unit includes one of previous list |
Unit includes none of previous list |
Form |
Writing is as succinct as possible and grammatical/spelling errors are minimal (less than five). Ideas are organized in a logical way that is easy to follow. |
Minor errors occur grammar and spelling mistakes that don’t affect the meaning of the writing. |
Organizational errors occur - mistakes that make the writing a little confusing. |
Major errors occur which make the meaning difficult to understand or paper is too long. |