M4 H5P Learning Objects
Interactive learning objects
These H5P learning objects require student input and offer knowledge and comprehension level learning opportunities for students in a formative manner.
4.1: Special Education Process
- Alignments: 1f, 2b, 2h, 6u, 7m, 7p
- Description: Multiple format quiz. Pre- and post-section knowledge check of the special education process.
4.2: 10 Steps of the Special Education Process
- Alignments: 2b
- Description: Drag the words. Students identify the order of the special education process.
4.2: Label the Parts of an IEP
- Alignments: 1f, 2b
- Description: Fill in the blank. Students review an IEP and label the parts of the IEP accordingly.
4.2: Special Education Services Process
- Alignments: 6u
- Description: Multiple format quiz. Pre- and post-section knowledge check of the special education process.
H5P-Based Visuals
These H5P are visual expressions of learning materials within each module. Because not all end users will have access to either host the .h5p file or embed a link to our version, we’ve also provided an alternate expression of the materials in each H5P in a Word document.
2.1: 13 Disability Types Recognized by the IDEA
- Alignments: 2b
- Description: Accordion. Lists the 13 disability categories recognized by the Individuals with Disabilities Education Act.
4.1: Special Education Process
- Alignments: 2b
- Description: Accordion. Lists the steps of the special education process.
4.2: IEP Versus IFSP
- Alignments: 6u
- Description: Accordion. Compares and contrasts IEPs and IFSPs.
4.2: Accommodations versus Modifications
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.
