I value cultural and intellectual diversity in my classroom, and by striving to meet the needs of specific populations, I continue to learn more about how to better teach all students.
- From my students who are English Language Learners, I have learned to be careful about language in science. I strive to make my classes about exploring complex concepts using language that makes sense to students, not about memorizing vocabulary definitions. This is essential for ELL students and helps all learners engage with the concepts on their own terms.
- From my students who have learning disabilities, I have learned to set clear expectations and provide multiple pathways and levels for students to engage with science concepts and to demonstrate what they know. This is essential for students with learning disabilities and helps all learners reach their potential.
- From my students who are academically advanced, I have learned to give students a voice in their learning and design activities with a low threshold and a high ceiling so students have the freedom to explore complex ideas. This is essential for academically advanced students and helps all learners challenge themselves effectively.
Competency Review Portfolio for Educating Students with Mild to Moderate Disabilities
1. Educational Terminology for students with mild to moderate disabilities
- UCLA School Mental Health Project (2002) Revisiting learning problems and learning disabilities. Addressing Barriers to Learning. 7(3).
- Ysseldyke, J and Algozzine, B. (2006) Effective Assessment for Children With Speical Needs. (Chapter 1: What should every teacher know about assessment for decision-making purposes? pp 7-18). Thousand Oaks, CA: Corwin Press.
- Beals, KP (2003). The ethics of autism: What's wrong with the dominant paradigms and how to fix them. Mental Retardation and Developmental Disabilities, 9 (32-39).
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2. Preparation, implementation, and evaluation of Individualized Education Programs (IEP)
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3. Design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities
- Scherer, M. (2006) Celebrate strengths, nurture affinities: A conversation with Mel Levine. Educational Leadership, 64(1), 8-15.
- Mather, N and Goldstein, S. (2008) Instruction in reading comprehension, written expression, and math problem solving (Chapter 11). Learning disabilities and challenging behaviors: a guide for intervention and classroom management, 2nd Edition. Baltimore: Paul H. Brookes.
- Grandin, T. (2006) Perspective on education from a person on the autism spectrum. Educational Horizons [Special issue: A School for the Common Good] 84 (4), 229-234.
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4. Instruction on the appropriate use of augmentative and alternative communication and other assistive technologies
- Blanding, M. (2015) Leading the Blind. Tufts Magazine, Summer 2015.
- Naraian, S. (2010) Disentangling the social threads within a communicative environment: a cacophonous tale of alternative and augmentative communication (AAC), European Journal of Special Needs Education, 25:3, 253-267.
- Hemmingsson, H., Lidström, H., & Nygård, L. (2009). Use of assistive technology devices in mainstream schools: Students' perspective. The American Journal of Occupational Therapy, 63(4), 463-72.
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5. Ways to prepare and maintain students with disabilities for general education classrooms, for example, use of behavioral management principles
- Sizer, TR. (1999) No two are quite alike. Educational Leadership, 57(1), 6-11.
- UCLA School Mental Health Project, (2002) Re-engaging students in learning at school. Addressing Barriers to Learning 7(1).
- Raskind, MH, Goldberg, RJ, Higgins, EL, Herman, KL. (2002) Teaching "life success" to students with LD: Lessons learned from a 20-year study. Intervention in School and Clinic, 37(4), 201-208.
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6. Knowledge of services provided by other agencies
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7. Federal and state laws and regulations pertaining to special education
- Mills v. Board of Education, DC, 348, F. Supp. 866 (D.DC 1972)
- Choate, JS. (1997) Part one: Accomodating special needs in the classroom (pp 1-17). Successful Inclusive Teaching, 2nd Edition. Boston: Allyn and Bacon.
- Peters, DB. (2015) Smart Shaming: Sorry but your child is too bright to qualify for help. Huffington Post. http://www.huffingtonpost.com/daniel-b-peters-phd/sorry-but-your-child-is-t_b_7223364.html
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8. Science laboratory work
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9. Child development. 1. Basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence. 2. Characteristics and instructional implications of moderately and severely limiting condtions.
- Willis, J. (2007). The neuroscience of joyful education. Educational Leadership, 64, Summer online: http://www.ascd.org
- Levine, M. (2003) Chapter 10: The righting of writing. The myth of laziness, pp 169-195. New York, Simon and Schuster.
- Jackson, L. (2002) Chapter 9: The problem with School (pp 113-134). Freaks, Geeks & Asperger Syndrome. Jessica Kingsley Publisher.
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