Providing effective instruction for students with disabilities is a flexible and reflective process. Educators must utilize a blend of content knowledge, pedagogical knowledge, and student data to develop, provide and reflect on instructional practices that are designed to improve outcomes for students with disabilities. Instructional planning must be designed around short and long term learning goals and take into consideration general education curriculum, grade level content standards as well as evidence based practices and individual student IEP goals. Another important consideration when planning instruction is incorporating students’ backgrounds, culture, and language to make instruction more relatable and connected to the real world.
Displaying result 1 through 5 of 25 total results.
The Equity Disproportionality and Design Project Equity lessons are designed to fit educators busy schedule. Each lesson is: A great way to start a routine for discussing equity, designed to be delivered in fifteen minutes or less during monthly meetings, comes with a handout
The CDE Published CA Practitioners' Guide for Educating English Learners with Disabilities Frequently Asked Questions (FAQs) have been extracted from the CA Practitioners' Guide and are easily accessible via the Imperial County SELPA content-lead website.