Module 1 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide.
Alignments
The following InTASC specific standards are covered in Module 1: 9i, 9j, 9n, 9o, 10p
Module 1 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M1: District Policy | 9o |
| Activity | M1: Procedural Safeguards | 9j, 9o |
| Activity | M1: Unlearning Special Education | 9i, 9j, 9n, 9o, 10p |
| Assessment | M1: Explain a Law | 9j, 9o |
| Assessment | M1: What Would You Do? | 9i, 9j, 9n, 9o |
| Interactive | 1.1: AAE Code of Ethics | 9o |
| Interactive | 1.1: Federal Education Laws | 9j, 9o |
| Interactive | 1.1: For All Educators | 9i, 9j, 9n, 9o, 10p |
| Interactive | 1.1: Legal and Ethical Responsibilities for Educators | 9j, 9n, 9o |
| Interactive | 1.1: NEA Code of Ethics | 9o |
| Interactive | 1.1: School Governance | 9o, 10p |
| Interactive | 1.2: Americans with Disabilities Act (ADA) | 9j, 9o |
| Interactive | 1.2 Council for Exceptional Children (CEC) Special Education Professional Ethical Principles and Standards | 9o |
| Interactive | 1.2: Individual with Disabilities Education Act (IDEA) | 9j, 9o |
| Interactive | 1.2: Key Federal Laws in Special Education | 9j, 9o |
| Interactive | 1.2: Legal and Ethical Responsibilities for Special Education | 9j, 9n, 9o |
| Interactive | 1.2: Parts of the IDEA | 9j, 9o, 10p |
| Interactive | 1.2: Rehabilitation Act | 9j, 9o |
| Interactive | 1.2: Special Education Abbreviations | 9j, 9o |
| Video | A Landmark Study Strikes a Resounding Note for Inclusion | 9n |
| Video | What Happens When I File a Complaint? | 9o |
| Video | Every Student Succeeds Act | 9j |
| Video | What is the Protection of Pupil Rights Amendment? | 9j, 9o |
| Video | Implicit Bias Defined | 9i |
| Video | Teach Teachers How to Create Magic | 10p |
| Video | Rosa’s Law | 9i, 9o |
| Video | The Social Model of Disability | 9i, 10p |
| Additional Resources | Special Education Law Jeopardy Game | 9j, 9o |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
For each module within this course, we offer a variety of ancillary materials: activities, assessments, H5P learning objects, and additional external resources. We wanted to make it easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually. Since we intend for instructors to pick and choose from the buffet of aligned resources, we anticipate that you will not be importing all of the below ancillary materials; further, we assume that you will want to choose exactly where to offer those ancillaries you do choose (within your institution’s LMS, at the end of your version of this Pressbook, etc.).
Instructions on how to import items into your own Pressbook are available in the Instructor Guide. If you wish to import items into your LMS, you can
- Cut and paste directly from a Pressbook chapter
- Download files (Word documents, H5P files, and more) to add into the LMS either as attachments or direct embeds/pasting into a content page
- Download the Common Course Cartridge for this course, available in the Instructor Guide, and then select which items you’d like to import into the LMS.
Knowledge. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
Disposition. The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
Disposition. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Disposition. The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
