NES SPECIAL EDUCATION CORE MAIN QUESTIONS
AND ANSWERS SURE A+
✔✔In the general education classroom, the general education teacher is responsible for
implementing the IEP within the curriculum taught, and providing prescribe
accommodations that allow for the student to be able to access and make progress
toward his or her individual IEP goals. - ✔✔Th general education teacher might also
share in the responsibility of collecting informal assessment data (e.g., curriculum-
based measurements, portfolios, performance assessments) used to help monitor the
student's progress toward his or her goals.
✔✔The special education teacher is responsible for providing direct assistance to the
general education teacher regarding the learning and behavioral needs of students with
IEPs - ✔✔The assistance might be in the form of a consultative or a co-teaching
approach. In consultation, the special education teacher shares resources, instructional
materials, and teaching strategies with the general education teacher in supporting
student's learning and behavior needs. In co=teaching arrangements, both general and
special education teachers might work with all students in the general education class.
However, the special education teacher would be directly responsible for implementing
specialized instruction for students with IEPs, and making sure they are progressing
toward their individual goals.
✔✔Other educational placements for students with IEPs that are less in inclusive
settings than the general education class. - ✔✔Such as the resource room for part of
the school day, the special education classroom for most of the school day, a separate
school setting (e.g., a day school) for at least one-half of the school day, and residential
schools, necessitate expanding the role of the special education teacher for the
implementation of the IEP in terms of providing instruction and monitoring student
progress.
✔✔Review and revising the IEP - ✔✔Federal law mandates that the IEP team must
review a student's IEP at least once a year. The purpose of this review is to evaluate the
student's progress in meeting the annual goals and to revise the IEP if necessary. The
,parents/guardians or the school need not wait for the annual review, however and can
call an IEP meeting to revise the student's IEP if needed.
✔✔Placement Options - ✔✔When an IEP team is deciding on how best to support
students with disabilities, one of the crucial decisions is the program placement or set of
services, and the type of environment where those services will be delivered. Federal
law mandates that students with disabilities have a right to be educated in the least
restrictive environment (LRE). Specifically, to the maximum extent appropriate, students
with disabilities must be educated with students who do not have disabilities.
✔✔Supplementary aids and services include: - ✔✔Program and/or curriculum
modifications that are (1) different from those usually made for typical students, and (2)
necessary to reduce adverse effects of the disability on student learning and
educational performance.
✔✔Behavioral Intervention Plan (BIP) student - ✔✔Strategies for teaching alternative
behaviors to replace inappropriate behaviors, reinforcements for appropriate behaviors,
changes to the environment to increase the probability that the student will exhibit
appropriate behaviors, and consequences for instances of problem behaviors. Also
including specific behavior goals and data collection system to measure the
effectiveness of interventions.
✔✔Curricular Planning - ✔✔Special education teachers must determine how to provide
students with disabilities access to the general curriculum. Some students also require
specialized curricula to address their needs in the social-emotional, behavioral, sensory,
physical, communicative, and cognitive domains.
✔✔Bibloiotheraphy - ✔✔Selecting reading materials that help students better
understand themselves, including their emotions, behavior, and relationships; can be
useful technique for integrating social skills and reading comprehension. Suitable books
selection will focus on particular need (e.g., life skill, affect), match the student's
independence reading level, and depict realistic characters finding solutions to real-life
problems.
✔✔Life skills mathematics - ✔✔Designing math activities relevant to independent living
is essential preparation for students transitioning from secondary to post-school
settings. Authentic activites that integrate math problems solving and life skills include
practice in budgeting time and money, estimating income and expenses, purchasing
goods and services, investigating hiring opportunities, playing games of chance, reading
charts and tables, planning travel, and accessing public transportation.
✔✔Peer Tutoring - ✔✔Can take many forms, including cross-age tutoring where older
students serve as tutors for younger students, same-age tutoring where students who
are more skilled in a particular area can tutor students with developing skills in that
, area, or class-wide peer tutoring where all students in the class are divided into pairs of
students, who then alternate roles of tutor and tutee to master skills.
✔✔Cooperative learning - ✔✔Students are assigned to small groups to work
collaboratively to complete group activites. Group success depends on each individual
completing his or her part. The emphasis is on integrating social skills, such as
cooperation, communication responsibility, and fairness, into academic activities (e.g.,
language arts, math, science, and social studies projects) that can boost student
learning and performance.
✔✔Peer-to-peer supports - ✔✔This method has been shown to be particularly effective
with students with ASD. Students without disabilities are recruited and trained to serve
as peer supports. Providing students with ASD with support in the classroom from peers
has been shown to improve both their academic skills and their social in the classroom
from peers has been shown to improve both their academic skills and social integration.
✔✔Instructional and assistive technology - ✔✔According to principles of Universal
Design for Learning (UDL), instruction should be designed to be flexible enough to
accommodate all learners.
✔✔Examples of instructional technology (low, medium, and high-tech) include: -
✔✔Pencil grippers, sticky notes and tabs, highlighters and flip charts, graphic
organizers, calculators, digital recorders, multimedia presentation software and
hardware (e.g., data projector, whiteboards), student or classroom response system
(student clickers).
✔✔Examples of assistive technology (low, medium, and high-tech) include: - ✔✔Color
overlay transparencies for reading textbooks, voice-or speech-recognition software,
word-prediction software, electronic communication boards, computers with modified
keyboards (e.g., Braille), touch screen.
✔✔Federal law mandates that school districts provide assistive technology to students
with disabilities when it supports their access to curriculum, and all IEP teams must
describe necessary assistive technology. - ✔✔IEP teams must also consider whether
the use of assistive technology must be supported and, if so, how that support will be
made available. Assistive technology devices must be provided to the student a no cost
to the parents/guardians.
✔✔Competency 5 - ✔✔Requires an understanding of and ability to apply strategies for
making learning environments more appropriate and supportive for students with
disabilities.
✔✔Establishing Rapport - ✔✔A teacher's attitude toward students and teaching can
strongly influence student with disabilities. Teachers, who consistently treat all students
respectfully, maintain high expectations for all students, employ equitable instructional
AND ANSWERS SURE A+
✔✔In the general education classroom, the general education teacher is responsible for
implementing the IEP within the curriculum taught, and providing prescribe
accommodations that allow for the student to be able to access and make progress
toward his or her individual IEP goals. - ✔✔Th general education teacher might also
share in the responsibility of collecting informal assessment data (e.g., curriculum-
based measurements, portfolios, performance assessments) used to help monitor the
student's progress toward his or her goals.
✔✔The special education teacher is responsible for providing direct assistance to the
general education teacher regarding the learning and behavioral needs of students with
IEPs - ✔✔The assistance might be in the form of a consultative or a co-teaching
approach. In consultation, the special education teacher shares resources, instructional
materials, and teaching strategies with the general education teacher in supporting
student's learning and behavior needs. In co=teaching arrangements, both general and
special education teachers might work with all students in the general education class.
However, the special education teacher would be directly responsible for implementing
specialized instruction for students with IEPs, and making sure they are progressing
toward their individual goals.
✔✔Other educational placements for students with IEPs that are less in inclusive
settings than the general education class. - ✔✔Such as the resource room for part of
the school day, the special education classroom for most of the school day, a separate
school setting (e.g., a day school) for at least one-half of the school day, and residential
schools, necessitate expanding the role of the special education teacher for the
implementation of the IEP in terms of providing instruction and monitoring student
progress.
✔✔Review and revising the IEP - ✔✔Federal law mandates that the IEP team must
review a student's IEP at least once a year. The purpose of this review is to evaluate the
student's progress in meeting the annual goals and to revise the IEP if necessary. The
,parents/guardians or the school need not wait for the annual review, however and can
call an IEP meeting to revise the student's IEP if needed.
✔✔Placement Options - ✔✔When an IEP team is deciding on how best to support
students with disabilities, one of the crucial decisions is the program placement or set of
services, and the type of environment where those services will be delivered. Federal
law mandates that students with disabilities have a right to be educated in the least
restrictive environment (LRE). Specifically, to the maximum extent appropriate, students
with disabilities must be educated with students who do not have disabilities.
✔✔Supplementary aids and services include: - ✔✔Program and/or curriculum
modifications that are (1) different from those usually made for typical students, and (2)
necessary to reduce adverse effects of the disability on student learning and
educational performance.
✔✔Behavioral Intervention Plan (BIP) student - ✔✔Strategies for teaching alternative
behaviors to replace inappropriate behaviors, reinforcements for appropriate behaviors,
changes to the environment to increase the probability that the student will exhibit
appropriate behaviors, and consequences for instances of problem behaviors. Also
including specific behavior goals and data collection system to measure the
effectiveness of interventions.
✔✔Curricular Planning - ✔✔Special education teachers must determine how to provide
students with disabilities access to the general curriculum. Some students also require
specialized curricula to address their needs in the social-emotional, behavioral, sensory,
physical, communicative, and cognitive domains.
✔✔Bibloiotheraphy - ✔✔Selecting reading materials that help students better
understand themselves, including their emotions, behavior, and relationships; can be
useful technique for integrating social skills and reading comprehension. Suitable books
selection will focus on particular need (e.g., life skill, affect), match the student's
independence reading level, and depict realistic characters finding solutions to real-life
problems.
✔✔Life skills mathematics - ✔✔Designing math activities relevant to independent living
is essential preparation for students transitioning from secondary to post-school
settings. Authentic activites that integrate math problems solving and life skills include
practice in budgeting time and money, estimating income and expenses, purchasing
goods and services, investigating hiring opportunities, playing games of chance, reading
charts and tables, planning travel, and accessing public transportation.
✔✔Peer Tutoring - ✔✔Can take many forms, including cross-age tutoring where older
students serve as tutors for younger students, same-age tutoring where students who
are more skilled in a particular area can tutor students with developing skills in that
, area, or class-wide peer tutoring where all students in the class are divided into pairs of
students, who then alternate roles of tutor and tutee to master skills.
✔✔Cooperative learning - ✔✔Students are assigned to small groups to work
collaboratively to complete group activites. Group success depends on each individual
completing his or her part. The emphasis is on integrating social skills, such as
cooperation, communication responsibility, and fairness, into academic activities (e.g.,
language arts, math, science, and social studies projects) that can boost student
learning and performance.
✔✔Peer-to-peer supports - ✔✔This method has been shown to be particularly effective
with students with ASD. Students without disabilities are recruited and trained to serve
as peer supports. Providing students with ASD with support in the classroom from peers
has been shown to improve both their academic skills and their social in the classroom
from peers has been shown to improve both their academic skills and social integration.
✔✔Instructional and assistive technology - ✔✔According to principles of Universal
Design for Learning (UDL), instruction should be designed to be flexible enough to
accommodate all learners.
✔✔Examples of instructional technology (low, medium, and high-tech) include: -
✔✔Pencil grippers, sticky notes and tabs, highlighters and flip charts, graphic
organizers, calculators, digital recorders, multimedia presentation software and
hardware (e.g., data projector, whiteboards), student or classroom response system
(student clickers).
✔✔Examples of assistive technology (low, medium, and high-tech) include: - ✔✔Color
overlay transparencies for reading textbooks, voice-or speech-recognition software,
word-prediction software, electronic communication boards, computers with modified
keyboards (e.g., Braille), touch screen.
✔✔Federal law mandates that school districts provide assistive technology to students
with disabilities when it supports their access to curriculum, and all IEP teams must
describe necessary assistive technology. - ✔✔IEP teams must also consider whether
the use of assistive technology must be supported and, if so, how that support will be
made available. Assistive technology devices must be provided to the student a no cost
to the parents/guardians.
✔✔Competency 5 - ✔✔Requires an understanding of and ability to apply strategies for
making learning environments more appropriate and supportive for students with
disabilities.
✔✔Establishing Rapport - ✔✔A teacher's attitude toward students and teaching can
strongly influence student with disabilities. Teachers, who consistently treat all students
respectfully, maintain high expectations for all students, employ equitable instructional
