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Student Learning Objectives from the "" College of Education

Special Education

COE Special Education Goals/Graduate Outcomes
  • Committed to meeting individual needs.
  • Advocates for learners with special needs.
  • Committed to fostering collaboration in school and community.
  • Flexible in delivering services within diverse educational settings.
  • Principle: The teacher understands the central concepts, tools of inquiry structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Prepares and organizes materials to implement lessons. Prepares appropriate lesson plans in advance. UNIT STANDARD 1
  • Principle: The teacher understands how children learn and develop, and can provide learning opportunities that support the intellectual, social and personal development of each learner. Integrates social skills into the curriculum and lessons being taught. Encourages students to use self management/self evaluation techniques. Demonstrates commitment to meeting needs of students.
  • Principle: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Utilizes instructional time appropriately and modifies pace of instruction when necessary. Accommodates for needs of students by making appropriate modifications for diversity Select, adapt, and use instructional strategies and materials according to characteristics, interests, and experiences of learners. UNIT STANDARD 2
  • Principle: The teacher understands and uses a variety of instructional strategies to encourage studentsí development of critical thinking, problem solving, and performance skills. Utilizes strategies that facilitate application, maintenance, and generalization of skills. Applies questions, activities, and projects that require critical thinking and problem solving. UNIT STANDARD 6
  • Principle: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Designs or utilizes an environment that requires active participants. Clearly states and implements rules and appropriate consequences. Demonstrates a variety of effective behavior management techniques. Modifies, arranges, and/or structures the learning environment to manage behaviors and facilitate learning. Integrates social skills into the curriculum and lessons being taught. Encourages students to use self management/self evaluation techniques
  • Principle: The teacher uses knowledge of effective verbal, nonverbal, and media communication technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. Uses effective verbal and non-verbal communication techniques. Uses collaborative and consultative strategies. Fosters respectful and positive relationships between students and professionals. Communicates effectively with other professionals. Demonstrates a high level of initiative. UNIT STANDARD 1, 6
  • Principle: The teacher plans instruction based on knowledge of subject matter, students, the community and curriculum goals. Utilizes small sequential steps for implementation and evaluation for learning objectives. Integrates appropriate instructional strategies and practices including functional skills, community based instruction, task analysis, multi-sensory, and concrete manipulatives. UNIT STANDARD 1
  • Principle: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Incorporates interpretation of assessment data, evaluation, planning, and management procedures. Utilizes small sequential steps for implementation and evaluation for learning objectives. Uses exceptionality-specific assessment procedures. UNIT STANDARD 7
  • Principle: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Uses reflection and constructive criticism to direct own learning and improved practices. UNIT STANDARD 1, 3, 5, 7
  • Principle: The teacher fosters relationships with school colleagues, families, and agencies in the larger community to support studentsí learning and well-being. Creates a safe & supportive environment. Communicates effectively with other professionals. Fosters respectful and positive relationships between students, families, and professionals. UNIT STANDARD 4
  • Principle: The teacher practices professionalism and ethics (Taken from CEC NCATE Standards, but not found in INTASC). Demonstrates commitment to meeting needs of students. Demonstrates a high level of competence and integrity. Demonstrates proficiency in oral and written communication. Fulfills obligations dependably and punctually. Maintains confidentiality in all medical and academic records and respect for privacy. UNIT STANDARD 1, 3, 5


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