screaming the general education teacher gets on the childs eye level and calmly

Screaming the general education teacher gets on the

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screaming), the general education teacher gets on the child’s eye level and calmly asks the child to state the rule and the consequence for the behavior. If the child does not respond, she states the rule and the consequence, and implements the consequence. Special education teachers take a leadership role in planning, implementing and 1. Where in your state regulations for teacher licensing do you address this content knowledge and skills? Provide cite to specific provision. 2. Which items are specifically addressed and which are not addressed? 3. What, if anything, would you like to add to or change about your regulations?
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evaluating behavioral crises programs. For example, an eleventh grade adolescent with a history of aggressive behavior refuses to participate in an activity in the science lab, and when redirected, becomes belligerent and upsets some of the lab materials. With the assistance of the special education teacher, the student is removed to an out-of-the-classroom setting to regain emotional and behavioral control. The special education teacher later assists in returning the student to the classroom. 5.7 Special education teachers prepare students with disabilities to take an active role in their IEP planning process, when it is appropriate to do so, in order to support their commitment to learning, self- motivation and self-advocacy. For example, as part of their special education support class in middle school, special education teachers teach students how to identify their learning strengths and areas that need to be improved, how to set goals, and how to identify effective strategies and supports for learning and taking tests. They also help students learn effective communication skills and ways to participate in their planning 1. Where in your state regulations for teacher licensing do you address this content knowledge and skills? Provide cite to specific provision. 2. Which items are specifically addressed and which are not addressed? 3. What, if anything, would you like to add to or change about your regulations?
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conferences, including IEP conferences, when appropriate and with parent support. 1. Where in your state regulations for teacher licensing do you address this content knowledge and skills? Provide cite to specific provision. 2. Which items are specifically addressed and which are not addressed? 3. What, if anything, would you like to add to or change about your regulations?
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  • Fall '19

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