Overview
Special education teachers often collaborate and/or co-teach with general education teachers to support caseload students and ensure they are receiving the service minutes and modifications specified in their IEPs, so they can progress toward achieving their established goals. Some of the special education teacher’s primary responsibilities include identifying specific modifications that should be made for students with exceptionalities, supporting general education teachers and other IEP stakeholders in applying modifications, and providing support to general education teachers by collaborating and/or co-teaching to ensure the student’s needs are being met.
Review the “What’s Going On?” lesson plan in the topic Resource and the “Present Level of Academic Achievement and Functional Performance (PLAAFP).” Use the information from these topic Resources to complete the “Making Modifications and Collaborating to Meet Student Needs” template as directed.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Special Education (ITL/NITL); MEd Elementary Education and Special Education (ITL/NITL)
3.1: Apply knowledge of academic subject matter content of the general curriculum to inform programmatic and instructional decisions for individuals with exceptionalities. [CEC 3.1; InTASC 4(j), 4(n), 4(o), 7(g); AAQEP 1a; Mission Critical 2]
3.5: Modify the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum, meet individualized learning goals, and function successfully within a variety of contexts. [CEC 3.2; InTASC 1(a), 2(b), 2(h), 4(f), 4(r), 6(h), 7(f), 8(k); Mission Critical 3, Mission Critical 5]
5.6: Plan specially designed instruction (SDI) to meet the individual learning needs of students with exceptionalities. [CEC 5.6; InTASC 3(p), 7(f), 7(i), 7(j), 7(q), 8(a); AAQEP 1b; Mission Critical 2, Mission Critical 3, Mission Critical 5]
7.4: Collaborate with general education teachers to meet the needs of students in the inclusive classroom. [InTASC 10(a), 10(b), 3(r), 7(a), 7(e); ISTE-E 4a; AAQEP 1e, 2c; Mission Critical 1, Mission Critical 3, Mission Critical 5]