Special Education Rocks!

INTASC Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

 

INTASC Standard 3.K.1: The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as a the basis for growth.

 

INTASC Standard 3.K.4: The teacher understands how students’ learning is influenced by individual experiences, talents, and prior learning , as well as language, culture, family and community values.

INTASC Standard 3.K.5: The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.

INTASC Standard 9:  The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seeks out opportunities to grow professionally.

INTASC 9.K.2.:  The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities)

NCATE Standard 4:  The unit designs, implements, and evaluates curriculum and experiences for candidate to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.  These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in K-12 schools.