Module 2 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide. The full resource is available as a downloadable Word document at the bottom of each item description.
Alignments
The following InTASC specific standards are covered in Module 2: 1h, 2h, 7j
Module 2 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M2: Scenario-Based Exploration | 1h, 2h |
| Activity | M2: What Did You Unlearn? | 1h |
| Activity | M2: Equity in IDEA | 1h, 2h |
| Assessment | M2: Explain Your Strategy | 1h, 2h, 7j |
| Interactive | 2.1: Disability Types Overview | 7j |
| Interactive | 2.0: Theoretical Frameworks | 1h |
| Video | Strengths of Students with Learning Disabilities and Other Disorders | 1h, 2h, 7j |
| Video | Autism Spectrum Disorder: ASD | 1h, 2h, 7j |
| Video | Teaching Children Who Are Deaf-Blind | 1h, 2h, 7j |
| Video | Impact on Speech and Language with Kim Hassack | 1h, 2h, 7j |
| Video | Emotional & Behaviorally Disturbed Students (EBD) | 1h, 2h, 7j |
| Video | Intellectual Disability: Students with Disabilities | 1h, 2h, 7j |
| Video | Multiple Disabilities | 1h, 2h, 7j |
| Video | Orthopedic impairment | 1h, 2h, 7j |
| Video | Other Health Impairment: Students wit Disabilities | 1h, 2h, 7j |
| Video | Ask an Expert: Why is early intervention so important for kids with dyslexia? | 1h, 2h, 7j |
| Video | Speech Language Impairment: Students with Disabilities | 1h, 2h, 7j |
| Video | What Schools Need to Know About Children with Brain Injury | 1h, 2h, 7j |
| Video | Visual Impairment Strategies: Moving From Object Activities to Contracted Braille | 1h, 2h, 7j |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
So that it is easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually, each module’s ancillaries are in their own module. We anticipate that instructors will pick and choose from this buffet of aligned resources rather than use them all. We also assume that instructors will import these materials into a variety of platforms (your institution’s LMS, at the end of your version of this Pressbook, etc.).
Guidance on how to import items into your own Pressbook are available in the Instructor Guide, along with examples of ways to use the materials in an LMS.
Disposition. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
Knowledge. The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
Knowledge. The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
