Mild to Moderate Support Needs
Bridge Authorization
Saddleback Valley Unified School District
South Orange County SELPA
July 2022
Golden Gate Bridge
Image from Pixabay
About Us
Contra Costa SELPA
North Region SELPA
Sacramento County SELPA
Saddleback Valley USD
South Orange County SELPA
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Design Orientation
As practicing Mild/Moderate Specialists, you bring a wealth of experience and expertise
Design to address new program standards. Not a preliminary credential program
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MM 2.2
Demonstrate the ability to support the movement, mobility, sensory and specialized
health care needs required for students to participate fully in classrooms, schools and
the community. Organize a safe environment for all students that include barrier free
space for independent mobility, adequate storage and operation of medical
equipment (as appropriate) and other mobility and sensory accommodations.
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San Francisco-Oakland Bay Bridge
Image from Pixabay
MM 2.2 Module Overview
MM 2.2 Teacher Performance Expectation
Content
Additional Resources
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Inclusive Classroom Mindset and Spaces
Drew, C. 50 Tips and Tricks to Facilitating a More Inclusive Classroom. Retrieved September 10, 2022, from https://www.weareteachers.com/tips-tricks-inclusive-classroom/
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Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments (Mastropieri & Scruggs, 2018)
Monitor Medical Guidelines
(Mastropieri & Scruggs, 2018)
Adapt the Physical Environment
(Mastropieri & Scruggs, 2018)
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MM 2.3
Demonstrate the ability to address functional limitations of movement and/or
sensation for students with orthopedic impairments who may have a co-existing
health impairment and/or intellectual disability but have difficulty accessing their
education due to physical limitations.
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Colorado Street Bridge in Pasadena
Image from Pixabay
MM 2.3 Module Overview
MM 2.3 Teacher Performance Expectation
Content
Additional Resources
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Supporting the Educational Needs of Students with Orthopedic Impairments (Heller & Swinehart-Jones, 2003)
Heller, K.W., & Swinehart-Jones, D. (2003). Supporting the Educational Needs of Students with Orthopedic Impairments, Physical Disabilities: Education and Related Services, 22(1), 3-24.
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Credit: Heller and Swinehart-Jones (2003, p. 7)
MM 2.11
Demonstrate the knowledge, skills and abilities to understand and address the needs of the peers and family members of students who have sustained a traumatic brain injury as they transition to school and present with a change in function.
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Bixby Bridge in Big Sur
Image from Pixabay
MM 2.11 Module Overview
MM 2.11 Teacher Performance Expectation
Content
Additional Resources
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MM 2.11 Addressing the needs of the peers and family members of students who have sustained a traumatic brain injury.
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MM 3.3
Demonstrate comprehensive knowledge of atypical development associated with
various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum
disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.
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San Diego–Coronado Bridge
Image from Unsplash
MM 3.3 Module Overview
MM 3.3 Teacher Performance Expectation
Content
Additional Resources
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Integrating and synthesizing disabling conditions and resiliency
Disability Fact Sheets
Resilience and Protective Factors
Learning Activity
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MM 4.5
Demonstrate knowledge of core challenges associated with the neurology of open or
closed head injuries resulting in impairments and adjust teaching strategies based
upon the unique profile of students who present with physical/medical access issues
or who retain a general fund of knowledge, but demonstrate difficulty acquiring and
retaining new information due to poor memory processing, as well as neuro
behavioral issues.
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6th Street Bridge in Los Angeles
Image from Joshua Gunther on Flickr
MM 4.5 Module Overview
MM 4.5 Teacher Performance Expectation
Content
Additional Resources
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Building Blocks of Brain Development
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Traumatic Brain Injury Deep Dive
National Institute of Child Health and Human Development
Traumatic Brain Injury in Kids
Dr. Daniel Amen TEDxOrangeCoast
The most important lesson from 83,000 brain scans
Print Resources
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MM 5.2
Each candidate utilizes assessment data to: 1) identify effective intervention and
support techniques, 2) develop needed augmentative and alternative systems, 3)
implement instruction of communication and social skills, 4) create and facilitate
opportunities for interaction; 5) develop communication methods to demonstrate
student academic knowledge; and 6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities.
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Gerald Desmond Bridge in Long Beach
Image from Port of Long Beach
MM 5.2 Module Overview
MM 2.3 Teacher Performance Expectation
Content
Additional Resources
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Understanding unique disabilities characteristics to support student learning
Explore the following resources, then be prepared to share how that set of resources will help support your work in planning and designing a system to support students with with physical/orthopedic disabilities, other health impairments, and multiple disabilities.
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MM 6.6
Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.
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Tower Bridge in Sacramento
Image from Pixabay
MM 6.6 Overview
MM 6.6 Teacher Performance Expectation
Content
Additional Resources
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Self-Concept and Emotional Well-Being after a Traumatic Brain Injury
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THANK YOU
from the
Contra Costa SELPA
North Region SELPA
Sacramento County SELPA
Saddleback Valley USD
South Orange County SELPA
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