NCTQ Standard 16 - Instructional Design for Special Education
Instructional design for Special Education
The program trains candidates to design instruction for teaching students with special needs.
Standard applies to: Special Education programs.
Indicators that the program meets the standard:
16.1 The program requires several courses (or the equivalent) designed for special education candidates with a strong focus on instructional design in a particular content area (e.g., reading, mathematics, science, social studies) or in multiple content areas.
16.2 More than half of the grade for coursework described in 16.1 is based on assignments that require teacher candidates to design instruction.
16.3 Course assignments requiring design of instruction should explicitly address “specifically designed” instruction that can meet a range of students’ needs by:
- Development of a curriculum feature, such as developing a new task or lesson that explicitly teachers a new concept or a prerequisite concept; OR
- Minor modification of the curriculum (i.e., while keeping the essential curriculum architecture intact, changing a specific feature on order to, for example, add more positive examples of a concept); OR
- Major adaptations (i.e., while keeping the essential curriculum architecture intact, changing a specific feature in order to, for example, add more positive examples of a concept); OR
- Major enhancements to the curriculum (i.e., designing a template involving an entirely new curriculum architecture in order to adopt the content of an existing lesson to student needs).