Student Learning Outcomes

  • Understand theories of child and adolescent development and principles of learning.
  • Have the ability, as a member of the educational team to develop the Individualized Education Plan/Individualized Family Support Plan and to identify, design and promote individualized supports, strategies, accommodations and modifications that meet children’s educational needs.
  • Understand and demonstrate knowledge of federal and state laws and local policies that pertain to individuals with disabilities.
  • Have the ability to identify and utilize evidence-based practices to maximize student learning outcomes for students with disabilities.
  • Understand and demonstrate knowledge of how significant variations in development impact learning.
  • Have the ability to identify and use appropriate instructional methods curriculum and technologies that support children with disabilities: a-access information, b-communication skills, c-interact with peers, adults and their environment, d-demonstrate learning.
  • Demonstrate competency in collaboration, advocacy, coordination of family and school educational efforts and case management.
  • Have the ability, in collaboration within a team, including parents to facilitate the development of social, behavioral and academic skills in students and work in partnerships with families to promote their full participation in the educational process.
  • Understand and collaboratively solve ethical and legal dilemmas that arise in the education of students with disabilities.
  • Design, implement and evaluate a variety of strategies including positive behavioral supports and interventions.
  • Have the ability to administer, as a member of the educational team, appropriate assessments to: a-determine eligibility for special education, b-develop the Individualized Education Plan/Individualized Family Support Plan, c-plan instruction, d-evaluate progress, e-review and revise programs and f-communicate educational results to others.
  • Display conduct characteristic of developing professionals.
  • Have knowledge of differential characteristics of individuals with various types and natures of disabilities, as well as the implications for the development and implementation of programs and services.
  • Have the ability to organize and help groups accomplish objectives and bring about change as well as collaborate and engage in shared decision making with building and agency administrators to support appropriate programs for students with disabilities.
  • Have the ability to lead effective planning, implementation and review of improvement processes.
  • Have knowledge of systems and organizations and their management theories.
  • Have the ability to manage personnel practices including recruitment, selection, performance evaluation and improvement plans.
  • Have knowledge of current issues, principles of adult learning and models of effective professional development in educational settings; and the ability to design and implement professional development opportunities at district, building and individual levels to improve results for students with disabilities.
  • Have the ability to plan, develop and monitor budgets, audit fiscal reports and procure reimbursement from any state or federal sources which are available.
  • Have the ability to make decisions which reflects a thorough knowledge of current federal law and regulations and state law and rules for students with disabilities as well as the ability to locate, use and cite New Hampshire laws and rules pertaining to the operation of schools.
  • Have the knowledge of a wide array of curriculum and instructional practices designed for students with disabilities to promote the development of critical knowledge and skills and the ability to develop and implement service-delivery programs based on effective practices which address the range of students with disabilities.
  • Will understand theories of child and adolescent development and principles of learning.
  • Have knowledge of principles of assessment of students with disabilities including valid evaluation tools and their use in eligibility determination, development of individualized education plans and monitoring student progress.
  • Display conduct characteristic of developing professionals.