IEP planning can be complicated! This course will help general education teachers, paraprofessionals and related service personnel, not only understand the legal issues surrounding the education of students with exceptionalities, but also gain knowledge so that you can apply effective IEP instructional strategies to assist teaching and learning in a variety of settings.
Learn how to carefully read, interpret and contribute meaningfully to an IEP to ensure accommodations and modifications based on student needs are in place. Understand that IEPs differ slightly from district to district and that all IEPs have in place Federal IEP Guidelines mandating student needs be met. Designed for general education teachers, related service personnel, and paraprofessionals who support learners with disabilities, all course participants will engage in activities that stressfully reading and interpreting an IEP, knowing the general educator’s role in the development and implementation of the IEP and the difference between accommodations and modifications.
All readings will be provided to participants by the instructor.
Course participants will have opportunity to:
- Gain knowledge of and apply effective instructional strategies to assist teaching and learning in a variety of settings.
- Demonstrate an understanding of legal issues as well as mandates and legislations regarding the education of students with exceptionalities
- Begin to preliminarily select the continuum of placement options and service delivery models for students with exceptionalities, especially in relation to general education
- Initiate procedures to accommodate exceptional students in the classroom
- Develop a personal and professional philosophy that includes the concept of teacher responsibility for all children
Course Relation to CCS or other Professional Standards:
Global Framework of Professional Teaching Standards (2019):
Domain 2, Standard 5: An appropriate range of teaching activities that reflect and align with both the nature of the subject content being taught, and the learning, support, and development needs of the students
Domain 2, Standard 6: Organization and facilitation of students’ activities so that students are able to participate constructively, in a safe and cooperative manner.
Council for Exceptional Children Standards for Initial Teacher Preparation (2015)
CEC: 1. Learner Development and Individual Learning Differences. Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
CEC: 2. Learning Environment: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
CEC: 5. Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
CEC 7. Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.Get Syllabus Ask a Question Register Now
M. Ed. Special Education with an emphasis in Early Childhood, Kent State University; Ed. D. Educational Leadership with a cognate in Special Education and Early Childhood Teacher Preparation, Ashland University
P-12 Schools, 9 years
- Self-contained special education; Higher Education, 20 years
- Early Childhood Teacher Preparation, undergraduate and graduate coursework
- Special Education Teacher Preparation, undergraduate and graduate coursework
- School Counseling, graduate coursework
Dr. Shawn Watters’ professional mission is to “Inspire lifelong learning in others with trust, integrity and joy.”
Dr. Shawn Watters’ personal interests include her family, traveling, reading, cycle class, and supporting others’ growth and aspirations