IDEA requires that all states must provide free and appropriate public education (FAPE) for children with disabilities ages three to twenty one. In Competency 1, I have outlined the 13 categories of disabilities as recognized in IDEA '04, provided a graph for prevalence rates, linked a comprehensive website for teachers who wish to find out more about strategies for working with students who have each of the 13 disabilities and offered a specific look at Autism Spectrum Disorder through a teacher quick-guide infographic and Pecha Kucha presentation. Understanding how to best design curricula and instruction to meet the particular needs of these students is central to course content. In Competency 2, I outline the various mandated and recommended programs and services available to proactively and effectively identify students and remediate when necessary to address developmental needs of children. In Competency 3, I demonstrate knowledge of the multi-tiered Response to Intervention (RtI) program in a self-generated mind map and describe its role in proactively addressing the needs of students beginning in kindergarten. RtI serves as a systematic way to identify students and remediate issues early before students are referred for a formal evaluation for special education. If students do not respond as expected to the interventions provided by RtI, then the process by which students are identified and receive an Individualized Education Plan (IEP) is described. Competency 4, defines the role of inclusive design frameworks such as Universal Design for Learning (UDL) as well as evidence-based practices such as Explicit Instruction. I linked my presentation on an evidence-based instructional strategy for vocabulary acquisition known as 'word/picture associations'. This strategy fosters deep connections to vocabulary for improved literacy, thereby improving educational outcomes in an effort to underscore the critical role of design and instruction in supporting effective inclusive classrooms.  In Competency 5, I have outlined a commonly adopted Multi-Tiered System of Support (MTSS) program known as Positive Behavioral Interventions and Supports (PBIS) that addresses the central role of classroom management in meeting the needs of all students. Classroom management must take into consideration three main components involving classroom environment, teacher rapport and student relationships, and effective and high quality instruction. Competency 6, describes supported models as well as the benefits of effectively utilizing the expertise of special education teachers in a general education classroom to support learning of all students. Understanding the characteristics of strong collaboration among co-teachers can have a profound impact on students. The educational benefits to all students make co-teaching a valuable practice in today's highly heterogeneous classrooms.

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