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- Essential Questions
- How can I be sure that all my students will succeed in the curriculum I’m teaching?
- Should students who have disabilities be taught the same curriculum as other students?
- I have heard about "universal design for learning," but I do not fully understand what the term means. What is it and when would I use it?
- What is the relationship of a student's IEP to my curriculum?
- How does the development of my students who have disabilities affect their ability to learn the curriculum that I teach?
- I've heard about an expanded curriculum for students who have disabilities. What is this curriculum and what is the relationship of this curriculum to the general curriculum that I teach? Also, how do I help students acquire the knowledge and skills in this curriculum?
- What instructional methods will help to ensure that all my students learn?
- Do different kinds of teaching methods work better for different kinds of learners?
- How can I design lessons that meet the needs of all my students?
- What is "Differentiated Instruction" and how might it apply to the students in my classroom?
- I've heard the terms "accommodations" and "modifications." What do these terms mean and what should I know about them?
- What should I know about my students before creating lessons?
- Everyone is talking about "research-based", "scientifically-based", or "evidence-based" practices. How would these help me when teaching students who have disabilities?
- What kind of technology can help me meet the needs of students who have disabilities?
- One of my students seems reluctant to communicate in class. What are some reasons why students might be reluctant to communicate?
- What is my role in implementing the expanded curriculum?
- How do I manage my classroom to optimize learning?
- What should I know about arranging my classroom to meet the needs of students who have disabilities?
- What are some strategies for building a more positive sense of community in my classroom?
- Can I expect students who have disabilities to follow the same classroom rules as other students?
- I need to know more about what motivates students and what I can do in the classroom to help them take their learning more seriously.
- How can I help my students assume more control over their learning?
- What are some effective ways to check in with students about how things are going without bringing them undue attention or sending the message that I don't think they are capable of learning?
- How can I use current technology to help students who have disabilities in my classes?
- What are effective ways to assess what my students are learning?
- What kinds of assessments are appropriate to use with a student who has a disability?
- I am hearing more and more about Response to Intervention (RTI). What is my role in RTI?
- What are some good ways to help students self-assess the quality of their own work?
- How should I grade a student who has a disability?
- What kinds of accommodations do states make in state testing programs for students who have disabilities?
- Why are certain populations over-represented in special education?
- How do I collaborate to benefit my students?
- I'm concerned this year because I have a student who has a disability assigned to my classroom and I'm not sure I know how to start teaching her. What should be my first steps and how can I learn more about an individual student's disabilities?
- When I'm asked to participate in developing an IEP, I never know what to say. What is my role as a classroom teacher in helping to develop a student's IEP?
- I have read about co-teaching, team teaching, consultative teaching, and other similar terms. What is an effective way to work with the special education teacher(s) assigned to my students who have disabilities?
- Because so many specialized teachers work with my student who has a disability, who monitors the progress my student is making?
- My preparation didn't include working with paraprofessionals. What are the most effective ways to do this to benefit the student?
- What strategies can I use for partnering and helping the family of a student who has disabilities?
- Who else in the school and community might be able to provide support and assistance to my students who have disabilities? How do I find these people?
- With whom should I consult to refer a student for screening for special services?
- What are good ideas for monitoring the effectiveness of our collaboration to improve student outcomes?
- How do students’ development and life experiences affect learning?
- What do I need to know about the development of children who have disabilities to understand how they learn?
- What do I need to know about my student's culture, values, and attitudes to ensure that an appropriate classroom environment is established for my student who has a disability?
- How might a student's prior experiences and level of development affect his or her learning?
- How can I tell if a student's language difficulties are because English is his second language or because he has a language disability?
- How are my responsibilities affected by federal, state, and local policies?
- What does the law require of me as a general education teacher?
- What is my role in designing and implementing my student's IEP?
- Special education has so many acronyms . Can you explain IEP, IFSP,and IAP?
- What rights do parents have under the special education process? What should I tell them?
- It seems like groups usually meet as teams for special education purposes. What exactly are these teams and why do they meet?