Module 2 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 2: 1h, 2h, 7j
Module 2 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M2: Scenario-Based Exploration | 1h, 2h |
| Activity | M2: What Did You Unlearn? | 1h |
| Activity | M2: Equity in IDEA | 1h, 2h |
| Assessment | M2: Explain Your Strategy | 1h, 2h, 7j |
| Interactive | 2.1: Disability Types Overview | 7j |
| Interactive | 2.0: Theoretical Frameworks | 1h |
| Video | Strengths of Students with Learning Disabilities and Other Disorders | 1h, 2h, 7j |
| Video | Autism Spectrum Disorder: ASD | 1h, 2h, 7j |
| Video | Teaching Children Who Are Deaf-Blind | 1h, 2h, 7j |
| Video | Impact on Speech and Language with Kim Hassack | 1h, 2h, 7j |
| Video | Emotional & Behaviorally Disturbed Students (EBD) | 1h, 2h, 7j |
| Video | Intellectual Disability: Students with Disabilities | 1h, 2h, 7j |
| Video | Multiple Disabilities | 1h, 2h, 7j |
| Video | Orthopedic impairment | 1h, 2h, 7j |
| Video | Other Health Impairment: Students wit Disabilities | 1h, 2h, 7j |
| Video | Ask an Expert: Why is early intervention so important for kids with dyslexia? | 1h, 2h, 7j |
| Video | Speech Language Impairment: Students with Disabilities | 1h, 2h, 7j |
| Video | What Schools Need to Know About Children with Brain Injury | 1h, 2h, 7j |
| Video | Visual Impairment Strategies: Moving From Object Activities to Contracted Braille | 1h, 2h, 7j |
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.
Disposition. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
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.
Knowledge. The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
