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Cultural Competence in Special Education

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This resource is to educate others on the importance of cultural competence in special education and the lack of cultural awareness that is currently in special education classrooms. It includes history of special education and the laws surrounding it, the importance of cultural awareness and competence, what the current system is doing and why it does not work and what the future will hopefully look like for culture in special education.

Material Type: Module

Authors: Kamryn Skwiera, Alyssa Lechuga, Grace Isenberg, Jocelyne Araujo

Developing Sound Aligned Assessments and Rubrics

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Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Material Type: Lesson Plan

Author: Blended Learning Teacher Practice Network

Remix

Developing Sound Aligned Assessments and Rubrics

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Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Material Type: Assessment

Author: Mohamed Ibrahim

Early Learning Transition Resources

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OSPI and DCYF collaborated to compile resources useful to the Preschool Development Grant Transitions initiatives including:100 Schools Reach Initiative: local community early learning- elementary school partnerships pursuing Wildly Important Goals in strengthened transitions for children birth through kindergarten.Transitional Kindergarten (TK) Partners in Transition: Scaffolding for districts to implement all five pillars of TK in collaboration with community-based early learning programs to support an array of options for four-year-olds to best meet individual needs.PreK to 3rd Grade Outdoor Learning and Since Time Immemorial: Early learning collaboration to support high-quality outdoor environmental and tribal cultural learning.

Material Type: Activity/Lab, Assessment, Case Study

Authors: Gretchen Stahr Breunig, Karma Hugo, Allison Beason

Emergency Evacuation of Special Needs Students From a School Bus

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This lesson includes procedures ensuring the full participation of students and staff with special needs and disabilities through the planning and implementation of preparedness, response and recovery strategies as part of the overall management of school bus emergencies and disasters with special needs students.Students with special needs are those who cannot comfortably or safely access and use the standard resources offered in disaster preparedness, relief and recovery, whether their disability is chronic or temporary.

Material Type: Lesson, Textbook

Author: Audrey Rex

“Intersectionality of disability with other identities: Implications for inclusive practices in schools.”

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In this module, teaching credential candidates in elementary, secondary, and special education will learn about the assets and inequities that a focus on intersectionality can illuminate, and how this learning will affect their future work in classrooms.      

Material Type: Assessment, Homework/Assignment, Reading

Authors: Virginia Kennedy, Aubree Evans

Jeoparty! - Special Education Law

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I use this Jeopardy!-style game to test, reinforce, and enhance students' understanding of Special Education Law. Playing the game and discussing the answers takes about one hour. I use a free online multiplayer buzzer system that requires students to respond to questions by typing their answers into a text entry field (www.cosmobuzz.net). I give students plenty of time to answer each question and award points for all correct answers. At the end of the game, I award a prize to the winning student (e.g. a Starbucks gift card). I haven't uploaded the answer key here because I don't want students to see the correct answers online; feel free to email me at david.moss@wayne.edu for a copy of the answer key.

Material Type: Activity/Lab, Assessment, Game

Author: David Moss

Provide Accessible Educational Materials

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Provide Accessible Educational Materials Share: The ability to curate and share high-quality, digital learning content is identified as an important component of a robust infrastructure and crucial to delivering engaging and relevant learning experiences based on the NETP. It is imperative that all students have equal access to digital content that is not only high-quality, but also accessible. When high-quality educational materials are designed to be accessible without retrofitting, all students have the opportunity to gain the same information, engage in the same interactions, and enjoy the same services as students without disabilities with substantially equal ease of use (Office of Civil Rights). Actions to support access to accessible learning materials include: Select a learning management system that includes accessibility features and its own accessibility checker. Provide accessibility tools as an option for all educators and students to support individual learner needs and preferences (screen readers, dictation, or video tools). Choose accessible educational materials so all students may “acquire the same information, engage in the same interactions, and enjoy the same services.” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).

Material Type: Primary Source

Author: CAST: Center on Inclusive Technology and Education Systems

Special Education Law Kahoot!

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This game is designed to test, reinforce, and enhance students' understanding of Special Education Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

Material Type: Activity/Lab, Assessment, Game, Homework/Assignment

Author: David Moss

Special Education in Secondary Schools

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This textbook provides information on the practice of teaching special education in the secondary schools. Research-based practices are explained for supporting student functioning in language arts, math, and other content areas. Specifically, the eight chapters address: (1) Introduction to secondary special education; (2) Curriculum-based measures to inform learning; (3) Strategies for working in a co-teaching environment; (4) Strategies for improving student behavior; (5) Strategies to support post-secondary transition; (6) Strategies for improving student outcomes in reading; (7) Strategies improving student outcomes in writing; and (8) Strategies for improving student outcomes in math.

Material Type: Textbook

Author: Mickey Losinski

Teacher's guide to using literature to promote inclusion of people with disabilities

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The Teacher’s Guide to Using Literature to Promote Inclusion of People with Disabilities has been designed to assist teachers who wish to use literature to promote inclusion of people with disabilities in all aspects of life. The Guide consists of two parts. Part 1 is a rubric for evaluating how short stories, books, poems, TV programs, movies, digital media, and other forms of literature portray characters with disabilities. Part 2 of the Teacher’s Guide to Using Literature to Promote Inclusion of People with Disabilities is a curriculum guide with learning objectives, lesson activities, and strategies for outcome evaluation. The curriculum guide is a resource for teachers who wish to design lessons using literature to teach about disabilities.

Material Type: Lesson Plan, Teaching/Learning Strategy

Author: Bruce Menchetti

Teaching Children With Developmental Disabilities

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When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum.

Material Type: Teaching/Learning Strategy

Author: Jim Wright

UDL in the ESSA

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This past December, Congress passed the Every Student Succeeds Act (ESSA), which replaces No Child Left Behind. And for the first time, the nation’s general K-12 education law defines and endorses Universal Design for Learning.

Material Type: Primary Source

Author: CAST

Using Accessible Formats

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After a decision-making team has selected the accessible format(s) needed and identified where to acquire them, the team considers what types of supports are needed for a learner to use the accessible materials for school, at home, at work, or in the community. In order to be successful with using accessible formats, learners will need a number of supports.

Material Type: Primary Source

Author: CAST

Using SPED verification form

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This lesson will step you through creating a copy of the Special Education verification form and filling it out.  This will allow you to verify that you are meeting the minutes on student's IEP's.  This will help your Special Education program remain in compliance and provide administrators a shareable document that will allow them to easily see schedules.

Material Type: Lesson Plan

Author: Tim Salmon

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