Practicum Addendum

Skills and objectives to evaluate practicum performance for licensure to teach Students with: Mild/Moderate Educational needs.

BD 4 S 4 Plan, organize, and implement individualized student programs appropriate to the cognitive and affective needs of the student with E/BD with special consideration to use of reinforcement systems and environmental conditions.

BD 4 S 5 Select, develop, adopt, and evaluate curriculum materials and technology applicable to students with E/BD

BD 4 S 6 Establish a consistent classroom routine for students with E/BD.

BD 4 S 7 Delineate and apply appropriate management procedures when presented with spontaneous management problems applicable to students with E/BD.

BD 4 S 8 Establish classroom rules, as well as a means for enforcing these rules, that are applicable to students with E/BD

BD 4 S 9 Establish classroom rules, as well as a means for enforcing these rules, that are applicable to students with E/BD

BD 4 S 10 Evaluate strengths and limitations of the alternative instructional strategies designed for students with E/BD.

BD 4 S 11 Use student-initiated learning experiences and integrate them into ongoing instruction for students with E/BD.

BD 5 S 1 Monitor intra-group behavior changes from subject to subject and activity to activity applicable to students with E/BD.

BD 5 S 2 Select a functional classroom design (e.g., functional seating, work area, storage) that is effective for students with E/BD.

BD 6 S 1 Use a variety of non-aversive techniques (including voice modulation, facial expressions, planned ignoring, proximity control, and tension release) for the purpose of controlling targeted behavior and maintaining

BD 6 S 2 Use a variety of non-aversive techniques (including voice modulation, facial expressions, planned ignoring, proximity control, and tension release) for the purpose of controlling targeted behavior and maintaining

BD 6 S 3 Select target behaviors to be changed and identify the critical variables affecting the target behavior (such as subsequent events and antecedent events).

BD 6 S 4 Designate certain pupil behaviors as either appropriate or inappropriate for a specific age group based on observation and social validation

BD 6 S 5 Define and use skills in problem solving and conflict resolution.

BD 8 S 1 Participate in the activities of professional organizations relevant to the field of E/BD.

LD 3 S 1 Participate in the activities of professional organizations relevant to the field of E/BD.

LD 4 S 1 Use effective instructional strategies for basic skills, including listening, reading, writing, reporting, and computing

LD 4 S 2 Use effective instructional strategies for applying various study skills to academic areas.

LD 4 S 3 Use skills to enhance thinking processes.

LD 4 S 4 Use skills to enhance vocabulary development

LD 4 S 5 Use appropriate reading methods for individuals who have learning disabilities

LD 4 S 6 Use appropriate spelling methods and instructional strategies for individuals who have learning disabilities

LD 4 7 Assist individuals who have learning disabilities in the prediction and detection of errors in oral and written language.

LD 4 S 8 Use appropriate handwriting methods and instructional strategies for individuals with learning disabilities

LD 4 S 9 Use decision criteria for when to teach manuscript versus cursive writing for individuals with learning disabilities

LD S 10 Use appropriate math methods and instructional strategies including articulation, practice, immediate feedback, and review, for individuals who have learning disabilities disabilities and who show patterns of error.

LD S 11 Use research-supported instructional strategies and practice for teaching individuals with learning disabilities.

LD 4 S 12 Modify speed of presentation and use organization cues.

LD 5 S 13 Integrate appropriate teaching strategies and instructional approaches to provide effective instruction in academic and nonacademic areas for individuals

LD 6 S1 Design a learning environment for individuals with learning disabilities that provides feedback from peers and adults.

LD 8 S 1 Articulate the learning disability teacher's ethical responsibility to non-identified individuals who function similarly to individuals who have learning disabilities (e.g., at-risk individuals.).

LD 8 S 2 Participate in the activities of professional organizations relevant to the field of learning disabilities

MR 4 S 1 Utilize research-supported instructional strategies and practices, including the functional embedded skills approach, community-based instruction, task analysis, multi-sensory, and concrete/manipulative techniques.

MR 4 S 2 Utilize research-supported instructional strategies and practices, including the functional embedded skills approach, community-based instruction, task analysis, multi-sensory, and concrete/manipulative techniques.

MR 4 S 3 Teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment, including accessing public transportation, cooking, shopping, laundry, functional reading, and sexuality.

MR 4 S 4 Design age appropriate instruction based on the adaptive skills of students with mental retardation/developmental disabilities.

MR. 4 S 5 Integrate selected related services into the instructional day of students with mental retardation

MR 4 S 6 Provide instruction in community-based settings.

MR 4 S 7 Assist students in the use of alternative and augmentative communication systems.

MR 4 S 8 Assist students in the use of alternative and augmentative communication systems.

MR 4 S 9 Use and maintain orthotic, prosthetic, and adaptive equipment effectively

MR 5 S 1 Structure the physical environment to provide optimal learning for students with mental retardation/developmental disabilities.

MR 5 S 2 Demonstrate the ability to teach students with mental retardation/developmental disabilities in a variety of placement settings

MR 6 S 1 Design, implement, and evaluate instructional programs that enhance the student's social participation in family, school, and community activities

M R 7 S 1 Assist students, with the support of parents and other professionals, in planning for transition to adulthood including employment and community and daily life, with maximum opportunities for full participation in community and decision making.

MR 8 S 1 S1 Participate in the activities of professional organizations relevant to the field of mental retardation/developmental disabilities.