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Special Education 466

EDSP 466: Teaching Students with Individualized Adapted Curriculum

Prerequisites: EDSP 464, 2.5 GPA

Credit Hours: (3)

Provides prospective teachers with the skills and knowledge necessary to design, implement, and evaluate individualized educational programming for K-12 students with disabilities who require individualized adapted curriculum goals. The course includes assessment strategies, curriculum models, teaching methods, and instructional materials. Emphasis is on development of early and emergent literacy and numeracy skills, functional skills, social skills and self-determination within inclusive settings.

 

Detailed Description of Content of Course

Provides prospective teachers with the skills and knowledge necessary to design, implement, and evaluate individualized educational programming for students with disabilities who require individualized adapted curriculum goals. Most typically, these students have significant intellectual disability and other disabilities including autism, cerebral palsy, brain injury and/or sensory impairments, and require extensive supports to meet their complex needs.  Educational planning and program content for elementary, middle and secondary levels is addressed, and emphasis is on the provision of services in inclusive settings. Topics include assessment strategies, curriculum models, development of the IEP, teaching methods, instructional materials, medical and therapy needs, and assistive technology. Emphasis is on the development of early and emergent literacy and numeracy skills, functional skills, social skills and self-determination.

Detailed Description of Conduct of Course

This course is conducted through lecture, demonstration, simulation, use of media and a variety of readings with in-class discussion, in-class activities and performance-based projects. Guest lectures by professionals who work with students with complex needs will be included. Field-based activities will include systematic observation and data collection in the school with a targeted student with a disability.

 
Goals and Objectives of the Course

Goals, objectives, and assignments in this class address NCATE Standard 1c Professional and Pedagogical Knowledge and Skills.
The codes included below refer to the Council of Exceptional Children (CEC) Knowledge and Skill Standards and the Virginia  Department of Education teacher licensure competencies. Code for CEC Standards: CC = Common Core; IC = Individualized Independence Curriculum. Code for VADOE Standards: VAC = Virginia’s Special Education, Adapted Curriculum; and VSPE = Virginia’s Special Educator.
Having successfully completed this course, the student will be able to:
VASPE Collaboration 3a1a&b.
•    Understand the Standards of Learning (SOL), the structure of the curriculum, and accountability systems across K-12;
•    Understand and assess the organization and environment of general education classrooms across the K-12 setting. Apply knowledge of the scope and sequence of general education curriculum.

VAC IEP Implementation  2a1-3
VASPE Assessment and Management of Instruction and Behavior 2a3&4
CEC Standard 8 Assessment IC8S4
Apply knowledge of assessment and evaluation throughout the K-12 grade levels to:

•    Construct, use, and interpret a variety of standardized and non-standardized data collection techniques, such as task analysis, observation, portfolio assessment and other curriculum-based measures;
•    Make decisions about student progress, instruction, program, modifications, accommodations, placement, and teaching methodology;
•    Take into consideration the factors that may influence assessment findings such as cultural, behavioral, and learning diversity;
•    Administer commonly used individualized assessment tools appropriate for use with students with significant disabilities, including norm-referenced, criterion-referenced, and curriculum-based measures as well as task analysis, observation, portfolio, and environmental assessments.
•    Adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities
•    Demonstrate the use of assessment, evaluation, and other information to develop and implement individual educational planning and group instruction with students with disabilities in an adapted curriculum across the K-12 grade levels, including:
•    General education curriculum adaptation and modification;
•    IEP implementation linking to standards of learning general curriculum;
•    Transition between grade levels, settings, and environments;
•    Communication methods and systems;
•    Assistive technology applications and instruction;
•    Community integration;
•    Vocational skill development;
•    Instructional strategies;
•    Knowledge of community service systems;
•    Essential life skills for independent home and community living.
•    Social skill development and instructional strategies to address the unique social skills deficits and challenges associated with disabilities:

CEC Standard 4 Instructional Strategies IC4K1 & K3, IC4S1,2,4,5,6
VASPE Assessment and Management of Instruction and Behavior 3 b 1, 2, 4-9

•    Use research-supported instructional strategies and practices.
•    Use specialized materials and appropriate adaptations and assistive technology for all individuals with disabilities.
•    Identify and teach basic structures and relationships within and across curricula.
•    Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval.
•    Use responses and errors to guide instructional decisions and provide feedback to learners
•    Use alternative ways to teach content material including curriculum adaptation and curriculum modifications;
•    Develop, provide, and evaluate instruction consistent with students' individual needs in school and community-based settings;
•    Use strategies to promote successful integration of students with disabilities with their nondisabled peers in educational and community settings.
•    Use educational and assistive technology to promote student learning; and

CEC Standard 5 Learning Environments and Social Interaction

•    Use methods for ensuring individual academic success in one-to-one, small-group, and large-group settings.
•    Teach self-advocacy and self-determination skills.
•    Create an environment that encourages self-advocacy and increased independence.
•    Structure, direct, and support the activities of paraeducators, volunteers, and tutors.
•    Structure the educational environment to provide optimal learning opportunities for individuals with disabilities.
•     Plan instruction in a variety of educational settings.
•    Teach individuals with disabilities to give and receive meaningful feedback from peers and adults.
•    Design learning environments that are multisensory and that facilitate active participation, self advocacy, and independence of individuals with disabilities in a variety of group and individual learning activities.
•    Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, and employment.
CEC Standard 7 Instructional Planning
•    Plan and implement age- and ability-appropriate instruction for individuals with disabilities.
•    Select and plan for integration of related services into the instructional program.
•    Design, implement, and evaluate instructional programs that enhance social participation across environments.
CEC Standard 9
•    Use methods to remain current regarding research-validated practice.
•    Access sources of unique services, networks, and organizations for individuals with disabilities.
•    Use and belong  to organizations and publications relevant to individuals with disabilities.
•    Practice within the CEC Code of Ethics and other standards of the profession.

Assessment Measures:

The student will:
•    Review and critique a recent research study that contributes to the body of evidence in the field of education of students with complex needs.
•    Engage in systematic observation tasks to gather new assessment information – observation, interview, ecological assessment.
•    Develop an updated and expanded functional level of performance for the IEP and revise/develop one goal.
•    Complete other tasks and activities as assigned.

Other Course Information

None

Review and Approval

September 2001                 Alice Anderson

New title    Rachel Janney

Spring 2010        Course Revision     Liz Altieri

July, 2010