Teaching Students with Mild and Moderate Disabilities: Research-Based Practices Second Edition © 2009 Pearson Education, Inc. All rights reserved. PREPARING TO TEACH STUDENTS WITH MILD AND MODERATE DISABILITIES Chapter 1

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 2 Chapter objectives Describe a rationale for using research-based practices in preparing to teach students with disabilities. Discuss what beginning teachers should know about federal legislation and the education of students with disabilities.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 3 Chapter objectives continued Describe the special education process. Compare and contrast the various settings in which special educators work and their myriad and varied teaching assignments.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 4 Research-based practices Research-based practices refer to a body of research that supports the effectiveness of teaching methods, strategies, therapies, supplemental aids, and services in the classroom.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 5 IDEA: Scientifically-based research “…research (that) involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (Sec )

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 6 Why are research-based practices important? Through study of research-based practices, special education teachers develop an important knowledge base of effective methods and strategies. When using these practices in the classroom, teachers have some assurance that their instruction will be effective.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 7 Individuals with Disabilities Education Act (IDEA) Requires that students with disabilities have access to the general education curriculum (the same curriculum that students without disabilities have) to the maximum extent possible. Focuses on excellence, high standards, and high expectations.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 8 IDEA continued Strengthens the role of parents and ensures that they have meaningful opportunities to participate in the education of their child. Expands the scope of education to include preparing students for employment and independent living.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 9 No Child Left Behind (NCLB) Addresses early childhood education and the development of language skills and pre-reading skills. Focuses on assessments that align with state academic content and achievement standards.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 10 NCLB continued Provides for ongoing assessments each year in Grades 3 to 8 and at least once during Grades 10 to 12. Includes detailed report cards to parents concerning their child’s progress.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 11 Carl D. Perkins Career and Technical Education Act Provides increased focus on academic achievement of students in career and technical education. Promotes reform and innovation to assist students in acquiring the skills and knowledge to meet state and national academic standards and industry-recognized skill standards.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 12 The special education process Student assistance teams Research-based intervention Referral Determining eligibility Program planning Monitoring progress Evaluating the program

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 13 Settings where special educators work General education classroom: consulting General education classroom: co- teaching Resource room Self-contained classroom Itinerant (different school classrooms)

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 14 Settings where special educators work continued Day treatment program Residential treatment program Hospital-based program Home instruction Private school Home-school program Charter school

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 15 Preparing to teach … Involves working with a wide range of students. Includes different responsibilities depending on the type of setting or program.