Z003 - Domain Ii

Front 1

The beginning special education teacher:

Back 1

Knows how to select, develop, and apply instructional content, materials,
resources, and strategies that are responsive to cultural and other factors
(e.g., language, religion, gender, personal beliefs, nature and severity of
disability).

Front 2

The beginning special education teacher:

Back 2

Knows curricula for developing cognitive, academic, social, language, affective,
motor, functional, transition, and career life skills for individuals with disabilities.

Front 3

The beginning special education teacher:

Back 3

Knows the role of the Texas Essential Knowledge and Skills (TEKS) in
developing Individual Education Programs (IEPs) for students with disabilities,
and applies skills for sequencing, implementing, and evaluating individual
learning objectives

Front 4

The beginning special education teacher:

Back 4

Applies procedures for developing and using Individual Education Program
(IEP) objectives to plan instruction for individuals with disabilities.

Front 5

The beginning special education teacher:

Back 5

Prepares, adapts, and organizes materials to implement developmentally
appropriate and age-appropriate lesson plans based on Individual Education
Program (IEP) objectives for individuals with disabilities.

Front 6

The beginning special education teacher:

Back 6

Applies knowledge of issues, resources, and appropriate strategies for
teaching students with disabilities in specialized settings (e.g., alternative
schools, special centers, hospitals, residential facilities), including transitions
to and from school- and community-based settings.

Front 7

The beginning special education teacher:

Back 7

Knows how to collaborate with other professionals to interpret and use
sensory, mobility, reflex, and perceptual information to create appropriate
learning plans (e.g., sensory stimulation, physical positioning, lifting).

Front 8

The beginning special education teacher:

Back 8

Knows how to collaborate with other professionals to plan, adapt, and
implement effective instruction in the least restrictive setting for individuals
with disabilities.

Front 9

The beginning special education teacher:

Back 9

Knows how the general or special classroom and other learning environments
(e.g., home, job site, cafeteria, transportation, community) impact student
learning and behavior, and applies strategies for planning educational environments
that promote students' learning, active participation, communication,
self-advocacy, increased independence, and generalization of skills.

Front 10

The beginning special education teacher:

Back 10

Identifies ways in which technology can assist in planning and managing
instruction for individuals with disabilities.

Front 11

The beginning special education teacher:

Back 11

Knows how to use local, state, and federal resources to assist in programming
for individuals with disabilities.