Module 1 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 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, 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.
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 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.
