Upon successful completion of the course, students will be able to: define their role as secondary Students with Disabilities educators in supporting students to be educated in their Least Restrictive Environment as well as their role in engaging in multi-tiered levels of support at the secondary level; describe how to approach equity in special education so that they can begin to define and practice an equity and people-first approach in the classroom; develop a critically conscious mindset toward education critical of systemic and disproportional outcomes for student subgroups; list theories of neurotypical adolescent development and how the typical features of adolescence as well as identified disability might impact performance in the classroom, with a focus on the academic and social-emotional performance; incorporate social-emotional practices and youth development skills into the classroom environment, taking a progressive restorative – not retributive - approach to behavior and development when responding to student needs and developing an understanding of pedagogical practices that promote a teacher and student growth mindset; and build out an exemplar developmentally appropriate strength-based plan to support student engagement in academics.