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Special Education 674

EDSP 674
Teaching Students with Individualized Adapted Curriculum

1. Catalog Entry

EDSP 674
Teaching Students with Individualized Adapted Curriculum

Credit hours (3)
Prerequisite: EDSP 464 or EDSP 663
Co-requisite: EDSP 781/782 or on-the-job placement

This course focuses on evidence-based strategies and methods for students in the adapted curriculum, including specific individualized instructional strategies, general strategies for working with heterogeneous groups of students in inclusive settings, and methods for adapting the general education curriculum to ensure academic access and success for students with severe disabilities. IEP planning and program content for K-12 levels are addressed.

2. Detailed Description of Course

This is an advanced level course in the Special Education, Adapted Curriculum course sequence. Goals, objectives, and assignments in this course address CAEP Standard 1 (Content and Pedagogical Knowledge): 1.1 and 1.3, the Council for Exceptional Children (CEC) Knowledge and Skill Standards, the Virginia Department of Education teacher licensure competencies in Professional Education, the CEC Initial Special Education Individualized Independence Curriculum Specialty Set and the VDOE endorsement competencies in Special Education, Adapted Curriculum K-12. The course is designed to help prepare prospective teachers of students with significant needs with the skills and knowledge necessary to plan and implement educational programs and to develop best practices in instruction for K-12 students with severe disabilities who need an individualized, adapted approach to the general education curriculum. Applied use of assistive technology will be integrated within the course. Course topics include:
   1) The IEP process
   2) Writing goals
   3) Data collection assessment and analysis
   4) Organizing the classroom for effective instruction
   5) Evidence-based instructional strategies for teaching communication, academic, and life skills
   6) Designing effective lessons and units
   7) Selecting, developing, and adapting materials for students with significant support needs

3. Detailed Description of Conduct of Course

This course will be provided through hybrid distance education technologies:
   1) Class lecture and discussion
   2) Application activities
   3) Small group activities and assignments
   4) Video and other media supports
   5) Research and presentation activities
   6) Electronic supplements and activities

Course participants must identify and work with an appropriate target student with severe disabilities, ages 5-21, who is participating in the adapted curriculum. Course participant will need permission to read this student’s confidential file, and engage in observation, interview, assessment and instructional activities with the student and her/his family and team members in order to complete the major assignments for the class.

4. Goals and Objectives of the Course

Upon completion of this course, learners will be able to:
   1) Write IEPs so they define individualized sequences of measurable objectives for teaching needed functional skills that
      link to Standards of Learning in the general curriculum and begin with present level of performance and end with goal
      performance. (ISCI5S1, ISCI5S5, VAACB.2.a(3)(e)
   2) Construct, use, and interpret nonstandard, informal skill assessment (such as task analysis and observation) to identify
      appropriate objectives, evaluate student performance during baseline and intervention, and make improvements in
      instruction for students with disabilities in an adapted curriculum across the K-12.levels. (ISCI4S8, ISCI5S3, VA Core 2.a
      (4), VAACB.2.a(1)
   3) Assess target skills before (baseline probes) and during (instructional probes) instruction using direct observation or
      assessment of permanent products. (ISCI5S11)
   4) Create dated graphs of student performance data using Excel; draw aim and trend lines using Excel. (ISCI5S21)
   5) Use “raw” and graphed student performance data (along with aim and trend lines, and problem analysis) to evaluate the
      effects of instruction and make data-based decisions for improving student performance. (ISCI3K4)
   6) Embed instruction on targeted IEP objectives into functional daily routines and activities. (VACore2b)
   7) Plan, implement, and evaluate instructional programs that use effective antecedent teaching strategies (e.g.,
      observational learning, milieu approach, system of least intrusive prompts, simultaneous prompting, time delay,
      graduated guidance, picture assists, audio/ video-modeling, backward and whole task chaining) and consequent
      strategies (e.g., shaping, error correction, consequential strategies, and interspersed review). (IIC5S2)
   8) Write and implement an instructional plan that specifies a sequence of instructional objectives leading to a goal, uses a
      task analysis (for multiple-step skills) or a skill sequence (for discrete skills), incorporates antecedent and consequence
      teaching strategies aimed at a specific stage of learning, and specifies a plan for collecting and analyzing student
      performance data on an ongoing basis. (IIC2K4)
   9) Understand general education teaching practices that promote inclusion of students with severe disabilities in the
      general education curriculum and support them in the least restrictive environment (e.g., curriculum and instructional
      adaptation, group instruction, self-management strategies, schedule following instruction, cooperative learning, and
      peer tutoring). (ISCI2S3, ISCI5S13, IIC5S12, VA Core 2.b (7)
   10) Understand when and how to use small group instruction, peer tutoring, community-based instruction, simulated
         instruction, video-modeling instruction, and instruction involving both typical students and students with disabilities.
         (ISCI2S4, ISCI5S13)
   11) Apply a model to plan with general educators any adaptations and modifications that are needed in the general
         education curriculum and class activities in order to meet the instructional needs of students with severe disabilities.
         (ISCI 3S1, VA Core 2.b (5)
   12) Train paraprofessional support staff to use appropriate teaching methods and supportive interaction styles with
   students that support students without encouraging dependency. Provide these staff members with supervision and
   feedback. (ISCI5K1)

5. Assessment Measures

Assessment measures may include, but are not limited to, the following:
   1) A performance-based assessment: Detailed instructional program including identification of evidence-based strategies,
      development and implementation of plan, and analysis of results.
   2) Classroom plan
   3) Lesson plans
   4) Other assignments determined by individual instructor

6. Other Course Information

None

Review and Approval

April 25, 1994

April 01, 1995

April 01, 1998

April 08, 1999

April 02, 2002

November 14, 2002

May 11, 2015