Culminating Project: Professional Development Training on teaching exceptional learners

(Please only bid if you have experience in a school system working with learners with special needs.)

Your principal would like you to share what you have learned about exceptional learners with other educators in your school.

Develop a 4-hour training session about special education that could be used for a teacher in-service at your school site or district. You must prepare specifications, a multimedia presentation, and handouts or samples for the training.

Be professional and use APA guidelines.

Complete Parts 1–3 below.

Part 1: Training Specifications

Write a 400 to 500 word statement describing the purpose and intent of the training.

Include the following elements in your statement:

• Explanation of purpose and benefit to attendees
• Target audience (a sector of educators)
• Training schedule or timeline (include the rationale for the schedule)
• Preparation required
• Location and a description and seating arrangement in training room (include rationale for the arrangement)
• Materials needed for trainer and participants
• Technology needed in the room

Part 2: Multimedia Presentation

Develop a 17 to 20-slide multimedia presentation such as a Microsoft^® PowerPoint^® for the training with notes under every slide in more detail explaining each bullet on PP with in-text citations.

Explain and provide rationale to support your response. Be sure to respond comprehensively to all questions and support with scholarly research.

Include the following information in your presentation:

• The purpose of special education
• The educational needs of exceptional learners versus non-exceptional learners
• The common characteristics of learners with specific learning disabilities, ADHD, behavior disorders, and gifts and talents
• Academic and behavior supports for common characteristics of learners with specific learning disabilities, ADHD, behavior disorders, and gifts and talents
• Recent special education litigation that has impacted least restrictive environment (LRE) decisions for exceptional learners
• The difference between individualized education programs (IEPs) and 504 plans, and how each are handled in your district
• When and why a behavior intervention plan should be implemented, based on your district policy, with an example of an observable and measurable functional behavior goal
• Examples of low incidence disabilities, and services available to educate learners with low incidence disabilities in your district to include multiple disabilities, severe disabilities, physical disabilities, and other health impairments
• Descriptions of autism spectrum disorders, and strategies to support students with autism spectrum disorders
• Examples of educational and social/emotional needs of students with disabilities across grade levels and transition into adulthood
• Strategies to effectively support students with communication disorders, including ways to support their physical, mental, social, and emotional needs
• Your school (hypothetical) district’s response to intervention (RTI) plan
• Examples of cultural diversity found in your school or district, and strategies for addressing cultural diversity
• Effective strategies for communicating with families of special education students
• Examples of support systems that can be used at home for individual growth and skill development for personal and academic success across grade levels and in transition to adulthood (varied) for students with severe disabilities (cognitive, physical, and behavioral)
• Appropriate media (graphics, images, tables, etc.) to support content
• Speaker notes
• APA-formatted in-text citations and a reference slide

Part 3: Handout with Communication Sample

Create a 1-page handout that includes the following information:

• Agenda for the training
• An explanation of the educational needs, placement considerations, and common supports for students with hearing and vision impairments
  
• An overview of RTI that provides information regarding the RTI process and tiered level supports for students with academic and behavioral needs.

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