PDE Candidate Competencies for Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting

I. Types of Disabilities and Implications for Learning

Candidates will be able to:

  1. Demonstrate an understanding of and ability to plan for: type, identification and characteristics of different types of disabilities, as well as effective, evidence-based instructional practices and adaptations.
  2. Demonstrate an understanding of the legal rights and responsibilities of the teacher related to special education referral and evaluation and the rights and procedural safeguards that students are guaranteed.
  3. Demonstrate an understanding of possible causes and implications of overrepresentation of minorities in special education to avoid misinterpretation of behaviors that represent cultural, linguistic differences as indicative of learning problems.

II. Cognitive Skill Development to Ensure Achievement of Students with Disabilities in Standards Aligned System to Include All School Environments

  1. Cognitive 
  2. Physical 
  3. Social 
  4. Behavioral 
  5. Language 
  6. Positive Environments for Learning for Students with Disabilities
  7. Collaboration and Communication

III. Assessments

Candidates will be able to:

  1. Identify, administer, interpret, and plan instruction based on assessment components in a standards aligned system.
  2. Demonstrate an understanding of the types of assessments and the purpose of each assessment in a data based decision making process.
  3. Demonstrate the use of formal and informal assessment data for instructional, behavioral and possible eligibility for special education based on the type of assessment, level of the students  being assessed, and the purpose of and the quality of instruction.
  4. Demonstrate an understanding of the multi-disciplinary evaluation process and an ability to articulate the findings presented in an evaluation report.
  5. Demonstrate an understanding of the components of the Individualized Education Plan (IEP) process.
  6. Articulate differences between achievement tests, aptitude tests, and observational data.  
  7. Create an instructional plan using assessment information related to individual student achievement.
  8. Analyze and interpret formative assessment.  
  9. Demonstrate an understanding of the purpose and intent of standardized assessments and progress monitoring.  
  10. Systematically monitor student performance to identify areas of need.
  11. Use evaluative data on an individual, class and district level to identify and implement instructional and/or programmatic revisions.
  12. Demonstrate an understanding of legally acceptable modifications and accommodations for assessment. 
  13. Demonstrate an understanding of ethical practice for assessment.
  14. Recognized the need to consult with multi-disciplinary team.  

IV. Literacy Development and Instruction in Core and Intervention Areas

Candidates will be able to:

  1. Demonstrate an ability to match instructional research-validated literacy interventions to identified student needs.
  2. Demonstrate a conceptual understanding of the components of reading and describe how these areas pose challenges for students with disabilities.
  3. Demonstrate an ability to review and evaluate literacy programs for purpose, quality, effectiveness, and research-base and show knowledge of commonly available programs.
  4. Identify evidence-based instructional practices to be used with students with disabilities in the area of literacy.
  5. Demonstrate an understanding of the evidence-based connection between literacy and behavior.
  6. Demonstrate a conceptual understanding of the components of writing and describe how these areas pose challenges for students with disabilities. 
  7. Clearly articulate and model the use of explicit and systematic instruction in the teaching of literacy (reading and writing) for students with disabilities across all reading levels.
  8. Clearly articulate and model the use of explicit and systematic instruction in the teaching of content area literacy for all students with disabilities across all reading levels.
  9. Demonstrate instructional strategies to enhance comprehension of material.
  10. Demonstrate an understanding of the challenges that students with specific disabilities face in content area literacy.
  11. Assess the readability of content area reading materials.
  12. Demonstrate the ability to adapt content area material to the student’s instructional level.
  13. Utilize assessment tools with appropriate accommodations in the area of literacy to identify effectiveness of the standards based curriculum (core literacy program for students with disabilities).
  14. Establish and maintain progress monitoring practices aligned with the identified needs of each student to adjust instruction and provide rigor in the area of literacy for students with disabilities.
  15. Establish and maintain progress monitoring practices within the content area aligned with the identified needs of each student to adjust instruction and provide rigor in the area of literacy for all students with disabilities.

V. Effective Instructional Strategies for Students with Disabilities in Inclusive Settings

Candidates will be able to:

  1. Identify effective instructional strategies to address areas of need.
  2. Scaffold instruction to maximize instructional access to all students.
  3. Monitor student progress to provide mediated scaffolding and increase academic rigor when appropriate.
  4. Provide feedback to students at all levels to increase awareness in areas of strength as well as areas of concern.
  5. Strategically align standard based curriculum with effective instructional practices.
  6. Identify and implement instructional adaptations based on evidence-based practices. 
  7. Analyze performance of all learners and make appropriate modifications.
  8. Design and implement programs that reflect knowledge, awareness and responsiveness to diverse needs of students with disabilities.
  9. Use research supported methods for academic and non-academic instruction for students with disabilities.
  10. Develop and implement universally designed instruction.
  11. Demonstrate an understanding of the range and the appropriate use of assistive technology.
  12. Demonstrate efficient differentiated instruction and an understanding of efficient planning, coordination and delivery for effective instruction required for inclusive settings.

PDE Candidate Competencies for Meeting the Needs of English Language Learners (ELL)

I. Foundations

  1. Language
  2. Culture

II. Applications for Pre-service Candidates

  1. Standards-based Instruction
  2. Assessment specific to ELL
  3. Professionalism