Houghton Mifflin Textbook - INTASC AND PRAXIS correlation charts

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Learning Disabilities and Related Disorders, Tenth Edition
Janet W. Lerner, Northeastern Illinois University
Frank Kline, Seattle Pacific University

INTASC correlation charts

Comparison of INTASC Principles and Knowledge Standards with the Content of Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies

In the early 1990s, the Interstate New Teacher Assessment and Support Consortium (INTASC) published a set of 10 principles and related standards to guide the preparation of beginning teachers. These principles and standards represent the core knowledge, dispositions, and skills that were felt by INTASC to be essential for all beginning teachers, regardless of their specialty or grade level. The INTASC standards were also designed to be compatible with the National Board for Professional Teaching Standards, a certification program for highly skilled veteran teachers. Both INTASC and National Board standards are rooted in the following five propositions:

Teachers are committed to students and their learning.
Teaches know the subjects they teach and how to teach those subjects to diverse learners.
Teaches are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.

An important part of the philosophy behind the INTASC principles and standards is the belief that well trained teachers have the knowledge, dispositions, and skills to help all students achieve at acceptable levels. That notion has also been a major part of the philosophy of Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies . To help you see how the content of Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies corresponds to the INTASC knowledge standards, we have prepared the table that appears below.

INTASC Principles and Standards	Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies
1. Subject Matter Expertise The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
a. The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.	Chapter 1 The Definitions of Learning Disabilities, pp. 12-13 Chapter 5. Theories of Learning. pp. 163-185
b. The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.	Chapter 5 Developmental Psychology, pp. 163-169 Behavioral Psychology, pp. 170-172. Cognitive Psychology, pp. 173-184
c. The teacher can relate his/her disciplinary knowledge to other subject areas.	Chapter 10 Oral Language pp.323-338 Chapter 11. Reading pp. 32-387 Chapter 12. Written Language, pp. 430-469 Chapter 13. Mathematics, pp. 477-510

2. Learning and Development The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
a. The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of mind--and knows how to use instructional strategies that promote student learning.	Chapter 5 Theories of Learning, pp. 163-185 Learning Strategies Instruction, pp. 186-191 Chapter 3. Guidelines for Promoting Active Learning, pp. 118-120.
b. The teacher understands that students' emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.	Chapter 14 Nonverbal and social learning, pp. 519-525 Developing social competencies, pp. 535-538 Cognitive learning theories, pp. 174-181
c. The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.	Chapter 7, Young Children with Learning Disabilities, pp.220-224. Chapter 8. Adolescents and Adults with Learning Disabilities, pp. 266-298. Chapter 14. Developing social competencies, pp. 535-543 Behavior management strategies, pp. 543-546.

3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
a. The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students' strengths as the basis for growth.	Chapter 3. Clinical Teaching Ecological considerations, pp. 96-100 Differentiated instruction, pp. 101-105. Chapter 1. Multiple Intelligences, pp. 14-15 Different views of learning disabilities. pp. 12-14
b. The teacher knows about areas of exceptionality in learning--including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.	Chapter 1. Comparison of learning disabilities and other categories of disability, pp. 21-23.
c. The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.	Chapter 10. Cultural and linguistic diversity in language, pp. 543-545. English Language Learners, pp. 344-345.
d. The teacher understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values.	Chapter 3. Clinical Teaching. Ecological considerations, pp.96-100. Differentiated Instruction, pp. 101-104.
e. The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.	Chapter 3. Ecological considerations, pp. 96-100. Teaching strategies in the general education classroom, pp. 111-120.

4. Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
a. The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated.	Chapter 5. Theories of Learning. (entire chapter). Explicit teaching & direct instruction, pp. 170-172. Learning Strategies Instruction, pp. 185-186. Interactive dialogues, pp. 189-191. Chapter 8. Learning strategies instruction. 285-290.
b. The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction).	Chapter 4. Collaboration, pp. 142-147. Chapter 8. Computer technology, pp. 299-302. Chapter 10.Computer technology for oral language, pp. 367-368 Chapter 11, Computer technology for reading, pp. 422-429. Chapter 12.Computer technology for writing, pp. 466-467; 458-462. Chapter 13. Computer technology for mathematics, pp. 510-516
c. The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).	Chapter 4. Collaboration, pp. 142-147. Chapter 8. Computer technology for adolescents and adults, pp. 299-302. Additional Resources, Websites, Video, and Print, pp. RG 15.

5. Motivation and Classroom Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
a. The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.	Chapter 5, Theories of Learning (entire chapter). Developmental psychology, pp. 163-169, Behavioral psychology, pp. 170-172. Cognitive psychology, pp. 173-184.
b. The teacher understands how social groups function and influence people, and how people influence groups.	Chapter 14, Social and Emotional Behavior (entire chapter). Behavioral challenges, pp. 530-534. Developing social competencies, pp. 535-538.
c. The teacher knows how to help people work productively and cooperatively with each other in complex social settings.	Chapter 4. Promoting Partnerships, pp. 142-147. Collaboration, pp. 142-146.
d. The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.	Chapter 3. Cognitive strategies, pp. 103-104. Accommodations in the general education classroom, pp. 101-120.
e. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated.	Chapter 5. Building self-esteem and motivation, p. 105-110.

6. Communication Skills The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	.
a. The teacher understands communication theory, language development, and the role of language in learning.	Chapter 10, Oral language, pp. 323-367. Language as a communication process, pp. 328-330. How children acquire language, pp. 330-332
b. The teacher understands how cultural and gender differences can affect communication in the classroom.	Chapter 1. Gender differences, pp. 16-20. Cultural and linguistic diversity, pp. 34.
c. The teacher recognizes the importance of nonverbal as well as verbal communication.	Chapter 10. Language as a communication process, pp. 328-329.
d. The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.	Technology sections in Chapter 1, pp. 35-37. Chapter 7, pp. 251-253. Chapter 8, pp. 299-302. Chapter 10, pp. 367-368. Chapter 12, pp. 458-466. Chapter 13, pp. 510-516.

7. Instructional Planning The teacher plans instruction based upon knowledge of subject matter.
a. The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.	Chapter 5. Theories of Learning, pp. 162-193. Chapter 2, pp. 46-51.
b. The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences.	Chapter 11. Reading comprehension, pp.387-396. Chapter 3, Teaching in the general education classroom, pp. 111-120. Chapter 4, Effective Instruction. pp. 134-136.
c. The teacher knows when and how to adjust plans based on student responses and other contingencies.	Chapter 3. Clinical Teaching, pp. 91-120.

8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner
a. The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.	Chapter 2. Assessment, pp. 43-84. Formal Assessment, pp. 62-74. Informal Assessment, pp. 71-74. Chapter 7. Assessing Young Children, pp. 244-248. Assessment of ADHD, pp. 190-201 Additional Resources, Tests for Assessing Students
b. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.	Chapter 2. The law and assessment., pp. 45-46. Uses of Assessment. pp. 43-45.
c. The teacher understands measurement theory and assessment related issues, such as validity, reliability, bias, and scoring concerns.	Chapter 2. Examples of Tests, 75-80 Standards and Accountability, pp. 81-84.

9. Reflective Practice The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
a. The teacher understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.	Chapter 3. Qualities of a Clinical Teacher, pp. 92-95.
b. The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities).	Additional Resources, Websites, videos, Print, pp. RG 15-RG19.

10. Collaboration The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
a. The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works.	Chapter 4. Promoting partnerships, pp. 142-146. Parents and the family, pp. 147-156.
b. The teacher understands how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning.	Chapter 4. Working with families, pp. 147-156. Chapter 3. Ecological considerations, pp. 96-100.
c. The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).	Chapter 2. Implications of the Law for students with disabilities, pp. 45-46. Procedural Safeguards and rights, pp. 46-47.





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	INTASC AND PRAXIS correlation charts