Strategies and techniques for implementing the legal mandate of Least Restrictive Environment and becoming agents of change receive emphasis throughout both generic and advanced level courses. Candidates are required to critically analyze, discuss and report on all levels and aspects of academic and social integration and inclusion. Candidates use forms similar to the samples in Attachment 23.2 to guide group and content learning. These include one teaching, one assisting, station teaching, parallel teaching, alternative teaching , and team teaching . These techniques are modeled at the university in the co-teaching of the methods classes.
Candidates divide in groups and design mini coteaching lessons.
They are presented with activities and case studies designed to identify the cognitive, physical, social, emotional, cultural, linguistic, gender, and learning characteristics of individuals. Assessment and programmatic issues are introduced and reinforced in light of current trends, ethical considerations and student diversity. Students learn to adapt, accommodate and modify curriculum to meet the specific characteristics of the children they are working with. Each candidate is required to complete a task analysis while working with a student with special needs. The information from the task analysis is then put into planning goals and objectives for the learner.