Content Expectations:

• Identification (1 point): Describe what including self-determination skills into lesson plans means to you.
• Value (1 point): Discuss the value of working with regular education teachers in creating lesson plans that support self-determination skills for special education students.
• Reflection (1.25 points): Reflect about the process of creating lesson plans. (i.e. what do you find most challenging? What do you find most rewarding? How have you overcome any challenges?)

Written Communication Expectations:

• Length Requirement (0.25 points): Two to three paragraphs not including the title and references pages.
• Syntax and Mechanics (0.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• APA Formatting (0.25 points): Use APA 6th edition formatting consistently throughout the assignment.

Text

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

Article

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073. doi:10.1037/0003-066X.57.12.1060

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition (Links to an external site.). Research to Practice Brief: Improving Secondary Education and Transition Services Through Research, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962

Figure 8. Steps for lesson planning. This visual provide the cyclical steps in creating a lesson plan. Source: http://www.crlt.umich.edu/gsis/p2_5 (Links to an external site.)