Foundational Competency and Teacher Education Standards

Students with Disabilities
Foundational Competency:

1. Will EXPLORE specific disability impact on learning and access to the general education curriculum by identifying teaching strategies, interventions, and educational and assistive technologies for students with disabilities, including: speech and language impairments, specific learning disabilities, intellectual and developmental disability, autism spectrum disorder, traumatic brain injury, emotional/behavioral disorders, physical and health disabilities, multiple disabilities, and sensory impairments.


New Hampshire General Special Education Teacher Standards

(2)  In the area of characteristics of learners, the candidate shall have the ability to:

b.  Define the characteristics and their respective educational implications of all types of disabilities as described in federal statutes, federal regulations and New Hampshire administrative rule Ed 1100; and

(3)  In the area of learning differences, the candidate shall have the ability to:

c.  Understand how the learning differences of students with disabilities affect progress in the general curriculum, and extracurricular and other nonacademic areas;

d.  Identify levels of special education services, supplementary aids and services, and support for school personnel to create inclusive instructional opportunities that accommodate  diverse learning needs;

e. Understand and utilize the diverse range of students’ approaches to learning and the range of modifications and accommodations that can be used to support learning;