(E) Ability to collaborate in the planning of instruction for an expanded curriculum in general education to include Individual Education Plans and other plans such as Section 504 goals for students with disabilities. (D) Ability to participate as reflective members of different types of teams including, but not limited to, Building Based Student Support Teams. (C) Ability to share instructional responsibility for students with diverse needs, including students with disabilities, and to develop collaborative teaching relationships and instructional strategies. Such knowledge includes major principles of federal disabilities legislation (IDEA, Section 504, and ADA) as well as Alabama statutes on child abuse and neglect. (B) Knowledge of laws related to students’ and teachers’ rights and responsibilities and the importance of complying with those laws. Professionalism – Key Indicators: (A) Knowledge of the roles and responsibilities of members of different types of teams including, but not limited to, Building Based Student Support Teams. (D) Ability to address learning differences and disabilities that are prevalent in an inclusive classroom. (C) Ability to identify and refer students for diagnosis for special services. (B) Knowledge of the indicators of the need for special education services. Literacy – Key Indicator: Ability to foster effective verbal and nonverbal communications during ongoing instruction using assistive technologies as appropriate.ĭiversity – Key Indicators: (A) Knowledge of the major areas of exceptionality in learning, including the range of physical and mental disabilities, social and emotional disorders, giftedness, dyslexia, and attention deficit disorder. (F) Ability to provide a variety of ways for students with diverse needs, including students with disabilities, to demonstrate their learning. (E) Ability to use individual behavioral support plans to respond proactively to the needs of all students. (D) Ability to develop a positive relationship with every student and to take action to promote positive social relationships among students, including students from different backgrounds and abilities. (C) Ability to use knowledge about human learning and development in the design of a learning environment and learning experiences that will optimize each student’s achievement. (B) Knowledge of the components and characteristic of collaboratively designed and implemented individual behavioral support plans. Teaching and Learning – Key Indicators: (A) Knowledge of the general characteristics of disabilities and of their impact on cognitive development and learning.
(B) Ability to provide accommodations, modifications, and/or adaptations to the general curriculum to meet the needs of each individual learner. Key indicators in all five of the Alabama Quality Teaching Standards address the needs of students with disabilities.Ĭontent Knowledge – Key indicators: (A) Knowledge of ways to organize and present content so that it is meaningful and engaging to all learners whom they teach (pedagogical content knowledge. Alabama Teaching Standards and Leadership Standards Teaching Standards Is working with and meeting the needs of students with disabilities addressed in state teaching standards?
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