Specific
1. The
student will demonstrate a basic understanding of the history of special
education and underlying issues affecting public policy,
community values, and
trends in
providing special education programs.
1.a. Compare
past and current special education practices in Micronesia.
1.b. Explain the reasons for the changes of practices in
special education.
1.c. Relate the history of special education to current
practice.
2. The student will demonstrate a basic understanding of laws and regulations
effecting special education and children with disabilities.
2.a. Explain
verbally and in writing the 6 principles of IDEA with an activity.
- FAPE
- LRE
-
IEP
-
Approp.
Evaluation
-
Parent &
Student Participation in Decision Making
-
Procedural
Safeguards
2.b. Identify verbally and in
writing the groups of exceptional children that are protected by the law.
2.c. Explain verbally and in
writing the group of students that are not protected by the law for children
with disabilities and how
they are eligible for special education services.
2.d. Explain verbally and in
writing the legal rights of parents and students with disabilities.
3.
The student will become
knowledgeable of common key term and concepts that are used in special
education.
3.a.
Define these terms:
- Exceptional children
- Special education
- Special needs
- Disability
- Handicap
- Impairment
- Mainstreaming, inclusion, and full
inclusion
- IEP
- Labeling
- Least Restrictive Environment and
others
3.b
Explain the possible benefits and
disadvantages of labeling.
4. The student will identify and
describe disabling conditions, causes, characteristics, and prevalences within
the FSM and other
areas.
4.a.
Identify verbally and in writing
the characteristics, causes and prevalence of learning disabilities, mental
retardation, emotional
and behavioral disorder, communication disorder, hearing
impairments, visual impairments especially achromatopsia, physical
and health
impairments, traumatic brain injury, severe and multiple disabilities, and
autism.
5.
The student will demonstrate a basic
understanding of educational implications of disabilities for students and
teachers.
5.a. Discuss in writing
instructional strategies for individuals with disabilities in inclusive
classrooms.
5.b. List and discuss in
writing tips for interacting with individuals who have:
-
Learning Disabilities
-
Mental Retardation
-
Hearing Impairment/Deaf
-
Visually Impairment/Blind
-
Communication Disorders
-
Physical/Health Impairments
-
Traumatic Brain Injury
-
Autism
-
Severe/Multiple Disabilities
-
Behavioral Disorders
6.
The student will become
knowledgeable of the special education process.
6.a. Summarize in writing the
identification procedures of individuals with disabilities.
6.b. Discuss in writing the
pre-referral intervention strategies.
6.d. Explain in writing how a
student is eligible for receiving special education services.
7.
The student will demonstrate a basic
understanding of the roles of the IEP team and IEP development.
7.a. List members of an IEP
team.
7.b. Summarize in writing the
components of the IEP.
7.c. Explain in writing the
procedures for IEP development.
7.d. Explain in writing the
roles of the IEP team.
7.e. The student will be able
to perform the role of a member of an IEP team in a group role-play.
8.
The student will demonstrate a basic
understanding of the placement options for students with disabilities.
8.a. Organize the placement
options for students with special needs from the least restrictive to the most
restrictive.
9.
The student will become
knowledgeable of the usage of a MAP to help with the process of developing goals
for and IEP.
9.a. Write results of an
interview with a family of a child with a disability using the MAP.
9.b. Write/Develop an
intervention plan/plan of action using the results of the interview.