Professional Standards for Educational Leaders:

This course is designed to sensitize educators to the need for effective educational programming for exceptional children. It explores the legal basis of P.L. 94-142 and its amendments for working with handicapped children in regular educational programs. An overview of the area of special education and it implications for teaching and learning constitutes the framework for the emphasis of this course. Special attention is given to the characteristics and needs of minority handicapped students.

Learning Objectives:

Identify the general characteristics of individuals with learning disabilities, speech/language impairments, hearing impairments, physical and health disabilities, emotional and behavioral disorders, mental impairments, visual impairments, and students considered gifted and/or talented.
Describe the implications of special needs and disabilities upon teaching, learning and the educational environment.
Identify appropriate materials, instructional approaches, and adaptations that accommodate special needs in a heterogeneous classroom.
Explain the historical and legal evolution of providing education for individuals with special needs.
Identify elements of effective inclusion, early intervention, and transition services as related to education.
Describe the procedures for identification, assessment, eligibility, and placement of students with special needs.
Discuss the concept of least restrictive environment.
Describe the range or resources, support services, and technological assistance available for students with special needs.
Discuss current research findings related to special education.
Describe the legal rights and responsibilities of schools, parents, students, teachers, and other professionals related to the education of students with special needs.
Explain the Individualized Education Plan (IEP) and other plans relevant to students with special needs.

Professional Standards for Educational Leaders:

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well- being of each student.
Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.
Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic successes and well-being of each student.
Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.
Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

Textbook: Clock Watchers by Stevi Quate and John McDermott

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