The purpose of this professional development module is to improve knowledge and skills in order to facilitate individual, school-wide, and district-wide improvements for the purpose of increasing academic and social achievement of students with disabilities in the inclusive setting.
Before You Begin:
This is a linear module requiring participants to complete one page prior to moving onto the next page. To navigate through the pages, either use the navigation menu at the top of the page or buttons at the bottom of the page. At the bottom of each page you will find a "next page" or "previous page" button. Clicking on this symbol will take you to the next page/task or allow you to revisit pages in the professional learning module.
Promote awareness of full inclusion of students with disabilities in the general education setting.
Acquire information on the 6 models of inclusion/co-teaching to understand how students learn and develop.
Investigate Universal Design for Learning (UDL) resources to support learner needs and meet student learning needs.
Objectives:
By the end of this module, the learner will:
Increase knowledge of research-based inclusion models.
Increase knowledge of the implementation of special education practices with fidelity.
Increase knowledge of research-based strategies to enhance exceptional learner experiences in the general education environment.
Teacher Leader Model Standards (TLMS):
This professional learning module aligns to the Teacher Leader Model Standards (TLMS). "The purpose of these standards—like all model standards—is to stimulate dialogue among stakeholders of the teaching profession about what constitutes the knowledge, skills, and competencies that teachers need to assume leadership roles in their schools, districts, and the profession" (Teacher Leader Model Standards, 2012).
Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning
Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
Domain II: Assessing and Using Research to Improve Practice and Student Learning
Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
Domain III: Promoting Professional Learning for Continuous Improvement
Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
Domain IV: Facilitating Improvements in Instruction and Student Learning
Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
Domain VI: Improving Outreach and Collaboration and Families and Community
Develops a shared understanding among colleagues of the diverse educational needs of families and the community.
Domain VII: Advocating for Student Learning and the Profession
Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
Council for Exceptional Children (CEC) Standards:
This professional learning module aligns to the Council for Exceptional Children (CEC). "Professional special educators are guided by the CEC professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families" (CEC, 2019).
Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
Using evidence, instructional data, research, and professional knowledge to inform practice.
Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
Participating in the growth and dissemination of professional knowledge and skills.
Organizational Framework:
The organization framework for this module is based on the inter-connectivity of full inclusion, the six co-teaching models, and Universal Design for Learning (UDL). Each interdependent practice aligns with the goals and objectives outlined in the the Professional Learning Module (PLM).
Approximate Module Completion Time:
Completion of this professional learning module takes approximately five hours.