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            "text": "SECTION VI: TEACHER TRAINING\nTeacher Training",
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            "text": "THIS PAGE INCLUDES:",
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            "text": "» Teacher Training"
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        {
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            "text": "Provide the following information about your teacher preparation program.\n(\\$205(a)(1)(G))"
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            "text": "Note: This section is preloaded from the prior year's IPRC."
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            "text": "Teacher Training",
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            "text": "1. Provide a description of the activities that prepare general education teachers to:"
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        {
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            "text": "a. Teach students with disabilities effectively",
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            "text": "All undergraduate teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. . Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs."
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            "text": "b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.",
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            "level": 3
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            "type": "text",
            "bbox": {
                "l": 27.84,
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            "text": "All undergraduate teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. . Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs and students who are identified as LEP. We collect data on the demographics of the P-12 students our candidates work with in the field to assure they engage in these experiences."
        },
        {
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            "text": "c. Effectively teach students who are limited English proficient.",
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            "text": "Students take a course in Cultural Competence, in which candidates learned about working with and teaching individuals with a variety of special needs and those with limited English proficiency (in addition to many other aspects of cultural identities). Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students who are identified as LEP. We collect data on the demographics of the P-12 students our candidates work with in the field to assure they engage in these experiences."
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            "text": "Does your program prepare special education teachers?",
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            "text": "Yes",
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            "text": "No"
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            "text": "If yes, provide a description of the activities that prepare special education teachers to:"
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            "text": "a. Teach students with disabilities effectively",
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            "bbox": {
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            "text": "All teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs."
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