M4 Activities
M4: Is Special Education Really Broken
- Alignments: 2h, 6u, 7p
- Description: Synchronous or asynchronous discussion. Students read the article “Special Education is Broken” and reflect on the issues presented. After identifying some of the issues presented, students consider how the issues they identified might arise during the special education process and ways to prevent them from occurring.
- M4 Is Special Education Really Broken
M4: Navigating Parental/Guardian Refusal of Special Education Services
- Alignments: 7m, 7p
- Description: Synchronous discussion. Students review different scenarios that illustrate a parent/guardian refusing special education services. Students will consider how they will thoughtfully respond to the parent’s concerns while also considering ways to support the student without an IEP in place.
- M4 Navigating Parental or Guardian Refusal of Special Education Services
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.
Disposition. The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
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).
