Module 4 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 4: 1f, 2b, 2h, 6u, 7m, 7p
Module 4 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M4: Is Special Education Really Broken? | 2h, 6u, 7p |
| Activity | M4: Navigating Parental/Guardian Refusal of Special Education Services | 7m, 7p |
| Interactive | 2.1: 13 Disability Types Recognized by the IDEA | 2b |
| Interactive | 4.1: Special Education Services Process | 1f, 2b, 2h, 7m, 7p |
| Interactive | 4.1: Steps of the Special Education Process | 2b |
| Interactive | 4.2: 10 Steps in the Special Education | 2b |
| Interactive | 4.2: Accommodation or Modification | 2b, 6u |
| Interactive | 4.2: IEP Versus IFSP | 6u |
| Interactive | 4.2: Label the Parts of an IEP | 1f, 2b |
| Interactive | 4.2: Special Education Services Process | 6u |
| Interactive | 4.2 Accommodations versus Modifications | 2b, 6u |
| Video | Supporting Students Through Response to Intervention | 1f, 2b, 2h, 7p |
| Video | Multi-Tiered Systems of Support (MTSS) | 2b, 2h, 7p |
| Video | Mock IEP Meeting: A Student with Special Needs | 6u, 7m, 7p |
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.
Knowledge. The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.
Performance. The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
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.
Disposition. The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
Disposition. The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
