{"id":21,"date":"2018-07-16T18:41:39","date_gmt":"2018-07-16T18:41:39","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/part\/main-body-2\/"},"modified":"2023-05-08T19:08:07","modified_gmt":"2023-05-08T19:08:07","slug":"main-body-2","status":"publish","type":"part","link":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/part\/main-body-2\/","title":{"raw":"Foundational Competency and Teacher Education Standards","rendered":"Foundational Competency and Teacher Education Standards"},"content":{"raw":"
Students with Disabilities<\/b><\/span><\/div>\r\n
\r\n
Foundational Competency:<\/b><\/span><\/div>\r\n1. Will EXPLORE specific disability impact on learning and access to the general education curriculum by identifying teaching strategies, interventions, and educational and assistive technologies for students with disabilities, including: speech and language impairments, specific learning disabilities, intellectual and developmental disability, autism spectrum disorder, traumatic brain injury, emotional\/behavioral disorders, physical and health disabilities, multiple disabilities, and sensory impairments.<\/span>\r\n\r\n
\r\n\r\nNew Hampshire General Special Education Teacher Standards<\/strong>\r\n\r\n(2)\u00a0 In the area of characteristics of learners, the candidate shall have the ability to:<\/span>\r\n

b.\u00a0 Define the characteristics and their respective educational implications of all types of disabilities as described in federal statutes, federal regulations and New Hampshire administrative rule Ed 1100; and<\/span><\/p>\r\n(3)\u00a0 In the area of learning differences, the candidate shall have the ability to:<\/span>\r\n

c.\u00a0 Understand how the learning differences of students with disabilities affect progress in the general curriculum, and extracurricular and other nonacademic areas;<\/span><\/p>\r\n

d.\u00a0 Identify levels of special education services, supplementary aids and services, and support for school personnel to create inclusive instructional opportunities that accommodate\u00a0 diverse learning needs;<\/span><\/p>\r\n

e. Understand and utilize the diverse range of students\u2019 approaches to learning and the range of modifications and accommodations that can be used to support learning;<\/p>\r\n<\/blockquote>","rendered":"

Students with Disabilities<\/b><\/span><\/div>\n
\n
Foundational Competency:<\/b><\/span><\/div>\n

1. Will EXPLORE specific disability impact on learning and access to the general education curriculum by identifying teaching strategies, interventions, and educational and assistive technologies for students with disabilities, including: speech and language impairments, specific learning disabilities, intellectual and developmental disability, autism spectrum disorder, traumatic brain injury, emotional\/behavioral disorders, physical and health disabilities, multiple disabilities, and sensory impairments.<\/span><\/p>\n

\n

New Hampshire General Special Education Teacher Standards<\/strong><\/p>\n

(2)\u00a0 In the area of characteristics of learners, the candidate shall have the ability to:<\/span><\/p>\n

b.\u00a0 Define the characteristics and their respective educational implications of all types of disabilities as described in federal statutes, federal regulations and New Hampshire administrative rule Ed 1100; and<\/span><\/p>\n

(3)\u00a0 In the area of learning differences, the candidate shall have the ability to:<\/span><\/p>\n

c.\u00a0 Understand how the learning differences of students with disabilities affect progress in the general curriculum, and extracurricular and other nonacademic areas;<\/span><\/p>\n

d.\u00a0 Identify levels of special education services, supplementary aids and services, and support for school personnel to create inclusive instructional opportunities that accommodate\u00a0 diverse learning needs;<\/span><\/p>\n

e. Understand and utilize the diverse range of students\u2019 approaches to learning and the range of modifications and accommodations that can be used to support learning;<\/p>\n<\/blockquote>\n","protected":false},"parent":0,"menu_order":1,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-21","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/parts\/21","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/parts\/21\/revisions"}],"predecessor-version":[{"id":131,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/parts\/21\/revisions\/131"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/media?parent=21"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/contributor?post=21"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/license?post=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}