2. Does your program prepare special education teachers? Yes No
3. If yes, provide a description of the activities that prepare special education teachers to:
1. Teach students with disabilities effectively Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology to guide instruction. Candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs.

Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology

2. 2. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act. Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology to guide instruction. Candidates must demonstrate knowledge pertaining to categories, laws, regulations,

Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology

and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs.

identities).

3. by teach students who are limited English proficient. Students take a course in Cultural Competence, in which candidates learned about working in each teaching individual with a variety of special needs and those with limited English proficiency (in addition to many other aspects of cultural) 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

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Contextual Information

On this page, review the contextual information about your program. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.

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Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card (see below). The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

Core Values • Commitment to Learn – We believe that abilities and achievements grow through willingness, effort, experience, and persistence. • Collaboration – We believe that creative ideas and effective solutions stem from openness, partnership, and community. • Cultural Competence – We fully appreciate our own cultural roots and we believe that understanding and valuing the cultures of others leads to authentic connections and relationships. • Social Justice – We believe that equitable access to resources and opportunities is the key to personal growth, professional accomplishments, and systemic change. • Health and Wellness – We believe that excellence comes from enjoying what we do and striving for balance in body, mind, and spirit. Mission As the first public institution of higher education to prepare African