Unit Plan for High Ability Learners THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR INCLUSION AS PART OF THE INSTITUTION’S PLAN UNDER THIS STANDARD Through the courses identified in its plan, the institution should provide prospective educators with the following: Knowledge and understanding of the cognitive, social, and emotional characteristics, needs, and potential problems experienced by learners with high ability, including those from diverse populations; and SPED 230 Explain how all fall under the umbrella of Special Education (i.e., disabled students “exceptionalities” and gifted/talented/high ability learners-students). Differentiate between the laws concerning individuals with disabilities and those pertaining to gifted/talented/high ability education. Identify the IDEA referral process, non-discriminatory evaluation process, and evaluate the appropriate accommodations needed for students with disabilities and high ability learners. Compare and contrast the similarities between students at-risk and those with exceptional needs (gifted-talented/high ability learners). Describe the role of technology assistance is serving students with disabilities and those who are high ability learners. SPED 334 Demonstrate an understanding of current Special Education definitions, identification procedures and related issues, strengths and challenges of students with low and high incidence disabilities, as well as students who are gifted, including how issues relate to students from culturally and/or linguistically diverse background. SPED 335 Describe the Special Education identification process, strengths and challenges of students with low and high incidence disabilities, as well as students who are gifted. An ability to modify and differentiate curriculum and instruction appropriate to the unique intellectual and emotional needs and interests of learners who require accelerated or differentiated curricular programs in order to fully develop their intellectual, creative, academic, or artistic capabilities. EDUC 131 Describe the role of technology in promoting creativity, collaboration, and higher order thinking. EDUC 224 The student is able to design, deliver, and assess student learning activities that integrate computes/technology for a variety of student group strategies and for diverse student populations. SPED 334 Plan and deliver teaching/learning activities that are consistent with identified learning objectives, ability level of students, using a variety of instructional strategies to prescribe for individual differences. SPED 335 Describe how to differentiate math, science and social studies instruction. EDUC 412S Help students understand that teaching methods are simply one set of tools, that when integrated with other educational strategies and materials, will provide optimum opportunity for all students to learn.
Unit Plan for High Ability Learners THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR INCLUSION AS PART OF THE INSTITUTION’S PLAN UNDER THIS STANDARD Through the courses identified in its plan, the institution should provide prospective educators with the following: Knowledge and understanding of the cognitive, social, and emotional characteristics, needs, and potential problems experienced by learners with high ability, including those from diverse populations; and SPED 230 Explain how all “exceptionalities” fall under the umbrella of Special Education (i.e., disabled students and gifted/talented/high ability learners-students). Differentiate between the laws concerning individuals with disabilities and those pertaining to gifted/talented/high ability education. Identify the IDEA referral process, non-discriminatory evaluation process, and evaluate the appropriate accommodations needed for students with disabilities and high ability learners. Compare and contrast the similarities between students at-risk and those with exceptional needs (gifted-talented/high ability learners). Describe the role of technology assistance is serving students with disabilities and those who are high ability learners. SPED 334 Demonstrate an understanding of current Special Education definitions, identification procedures and related issues, strengths and challenges of students with low and high incidence disabilities, as well as students who are gifted, including how issues relate to students from culturally and/or linguistically diverse background. SPED 335 Describe the Special Education identification process, strengths and challenges of students with low and high incidence disabilities, as well as students who are gifted. An ability to modify and differentiate curriculum and instruction appropriate to the unique intellectual and emotional needs and interests of learners who require accelerated or differentiated curricular programs in order to fully develop their intellectual, creative, academic, or artistic capabilities. EDUC 131 Describe the role of technology in promoting creativity, collaboration, and higher order thinking. EDUC 224 The student is able to design, deliver, and assess student learning activities that integrate computes/technology for a variety of student group strategies and for diverse student populations. SPED 334 Plan and deliver teaching/learning activities that are consistent with identified learning objectives, ability level of students, using a variety of instructional strategies to prescribe for individual differences. SPED 335 Describe how to differentiate math, science and social studies instruction. EDUC 412S Help students understand that teaching methods are simply one set of tools, that when integrated with other educational strategies and materials, will provide optimum opportunity for all students to learn.
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