N.H. Admin. Code § Ed 507.45

Current through Register No. 45, November 7, 2024

Section Ed 507.45 - Special Education Teacher in Area of Specific Learning Disabilities

To be certified as a teacher in the area of specific learning disabilities, the candidate shall:

(a) Have at least a bachelor's degree and certification in general special education under Ed 507.40; and

(b) Have the following knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:

(1) In the area of foundations, the ability to:

a. Understand philosophies, theories, models, and issues related to individuals with specific learning disabilities;

b. Understand laws and policies regarding pre-referral, referral, and placement procedures for individuals who might have specific learning disabilities; and

c. Understand current definitions, issues, and research related to the identification of individuals with specific learning disabilities;

(2) In the area of development and characteristics of learners, the ability to:

a. Understand the etiologies of specific learning disabilities;

b. Understand the neurobiological and medical factors that might impact the learning of individuals with specific learning disabilities;

c. Understand psychological, social, and emotional characteristics of individuals with specific learning disabilities;

d. Identify differing learning needs and styles of individuals with specific learning disabilities and implications on instructional design process;

e. Understand current research and trends concerning individuals with specific learning disabilities; and

f. Understand and consistently apply federal, state, and local criteria in the process of identification of individuals with specific learning disabilities;

(3) In the area of individual learning differences, the ability to:

a. Understand the impact of co-existing conditions and exceptionalities on individuals with specific learning disabilities;

b. Understand the impact of specific learning disabilities on core curriculum areas;

c. Understand how individual learning differences affect acquisition of knowledge;

d. Know current definitions and characteristics of individuals with specific learning disabilities and their effect on individuals' development and educational performance;

e. Recognize the effects of phonological awareness on the reading abilities of individuals with specific learning disabilities; and

f. Recognize the impact specific learning disabilities may have on auditory and information processing skills;

(4) In the area of instructional strategies, the ability to:

a. Identify and use methods for ensuring academic success for individuals with specific learning disabilities in the general curriculum in one-to-one, small group, and large group settings;

b. Provide appropriate high-quality, research-based instruction in genera! education settings consistent with the federal Elementary and Secondary Education Act (ESEA);

c. Use reading methods appropriate to an individual with learning disabilities;

d. Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language;

e. Implement systematic instruction in teaching reading comprehension and monitoring strategies;

f. Use methods for increasing accuracy and proficiency in math calculations and math problem solving;

g. Use methods to teach mathematics appropriate to individuals with specific learning disabilities;

h. Use specialized methods for teaching basic skills;

i. Teach strategies for organizing and composing written products;

j. Demonstrate thorough knowledge of the structure of oral and written language and its influence on literacy;

k. Instruct appropriate strategies to prepare for and to take tests;

l. Use methods for teaching individuals to independently use cognitive processing to solve problems;

m. Use research-supported methods for academic and nonacademic instruction of individuals with specific learning disabilities;

n. Use methods for guiding individuals in identifying and organizing critical content;

o. Modify the pace of instruction and provide organizational cues;

p. Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval;

q. Identify and teach basic structures and relationships within and across curricula;

r. Integrate social skills instruction into the curriculum;

s. Use responses and errors to guide instructional decisions and provide feedback to learners;

t. Collect and use data to make adjustments to instruction and document progress;

u. Identify and teach essential concepts, vocabulary, and content across the general curriculum; and

v. Teach learning strategies and study skills to acquire academic content;

(5) For the area of learning environments and social interactions, the ability to:

a. Provide opportunities for meaningful and ongoing social interactions;

b. Teach skills to promote self-awareness, self-determination, and self-advocacy; and

c. Teach individuals with specific learning disabilities to give and receive meaningful feedback from peers and adults;

(6) In the area of language, the ability to:

a. Understand typical language development and how that might differ for individuals with specific learning disabilities;

b. Understand the impact of language development and listening comprehension on academic and non-academic learning of individuals with specific learning disabilities;

c. Enhance vocabulary development;

d. Teach strategies for spelling accuracy and generalization;

e. Teach methods and strategies for producing legible documents; and

f. Teach individuals with specific learning disabilities to monitor for errors in oral and written communications;

(7) In the area of instructional planning, the ability to:

a. Incorporate state and local curricular standards in the development and implementation of lesson plans to meet unique needs of individuals with specific learning disabilities;

b. Participate in curriculum development and utilize instructional practices based on research;

c. Challenge individuals with specific learning disabilities to high academic standards, with appropriate accommodations as needed;

d. Incorporate and implement instructional and assistive technology into the IEP as appropriate;

e. Make responsive adjustments to instruction based on continual observations and ongoing assessment;

f. Identify and prioritize areas of the general curriculum and accommodations to address individual needs based on the IEP;

g. Select appropriate specialized curricula, materials, and resources for individuals with specific learning disabilities;

h. Involve individual and family in setting instructional goals and monitoring progress;

i. Use functional behavioral assessments to develop intervention plans; and

j. Integrate affective, social, and life skills into academic curricula;

(8) In the area of assessment, the ability to:

a. Understand terminology and procedures used in the assessment of individuals with specific learning disabilities;

b. Understand the use and limitations of formal and informal assessment instruments;

c. Coordinate, interpret, and report assessment results to appropriate individuals using effective communication skills;

d. Understand factors that could lead to misidentification of individuals as having specific learning disabilities;

e. Understand and follow procedures to identify young children who may be at risk for specific learning disabilities;

f. Choose and administer assessment instruments appropriate to an individual with specific learning disabilities; and

g. Ensure participation of individuals with specific learning disabilities in state- and district-wide assessments;

(9) In the area of professional practice, the ability to:

a. Understand the responsibility to advocate for appropriate services for individuals with specific learning disabilities;

b. Identify knowledge of professional organizations and sources of information relevant to the field of learning disabilities;

c. Participate in activities of professional organizations relevant to the field of learning disabilities; and

d. Use research findings and theories to guide practice; and

(10) In the area of collaboration, the ability to:

a. Incorporate co-planning and co-teaching methods to strengthen content acquisition of individuals with specific learning disabilities;

b. Develop effective partnerships with families of individuals with specific learning disabilities;

c. Promote positive attitudes towards individuals with specific learning disabilities and their families; and

d. Develop and implement appropriate IEPs in collaboration with team members.

N.H. Admin. Code § Ed 507.45

#9157, eff 7-1-08

Amended by Volume XXXVI Number 36, Filed September 8, 2016, Proposed by #11153, Effective 8/16/2016, Expires 8/16/2026.

Renumbered by #12603 (formerly Ed 507.43).