www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Driver Education for Students with Disabilities
EEND-620 | REAL-494
- Template 2022
- Section TMPL
- 3 Credits
- 06/27/2022 to 07/29/2100
- Modified 08/15/2023
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Provides candidates with the knowledge, resources and instructional strategies to determine appropriate accommodations and adaptations necessary to meet individual needs of students with disabilities in the driver education classroom and behind the wheel. Candidates will explore the historical and legal aspects of special education.
Objectives, outcomes, and sample assignments will be added to the syllabus for this new course as they are finalized.
College of Education Mission Statement
The mission of the college of Education at the University of St. Francis is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of the administration and implementation of a Driver Education program meeting the variety of needs of students with disabilities.
SERVING THE COMMUNITY
Candidates will increase personal knowledge of the legal aspects and foundations of teaching students with disabilities in a driver education program and provide safe drivers in the community.
FINDING OUR PROFESSIONAL SELVES
Candidates will serve as role models by improving personal knowledge and instructional skills related to facilitating the safe and correct techniques for operating a motor vehicle.
Access to standards referenced in this section can be found HERE
- Analyze and demonstrate knowledge of the history of Special Education in American classrooms. (InTASC 1; IPTS 1, 2, 3; CEC 6.),
- Demonstrate an understanding of the Thirteen (13) Disability Categories of Special Education. (InTASC 1, 2; IPTS 1, 2, 3; CEC 1.2, 6.2)
- Compare and contrast the elements of an Individualized Educational Program (IEP) and a 504 Plan. (InTASC 3; IPTS 2; CEC 6.2)
- Examine a school’s legal responsibilities and best practices in professional collaboration associated with teaching students with disabilities. (IPTS 2, 9, 11; CEC 7.1, 7.2, 7.3)
- Analyze and demonstrate an understanding of classroom instructional strategies for students with disabilities in a Driver Education classroom setting. (InTASC 1, 2, 4, 7, 8; NTDETAS 2.1, 2.2, 3.2, 3.5; IPTS 1, 2, 3, 4, 5, 6, 7; CEC 3.1, 4.3, 5.1, 5.7)
- Analyze and demonstrate an understanding of behind the wheel driving strategies, modifications, and adaptive equipment for teaching students with disabilities how to drive. (InTASC 1, 2, 4, 7, 8; NTDETAS 2.0, 3.0, 3.2, 3.5, 5.1; IPTS 1, 2, 3, 4, 5, 6, 7; CEC 3.1, 4.3, 5.1, 5.3, 5.7)
- Investigate resources available to students outside of the high school setting that will meet the needs of students with disabilities. (InTASC 10; IPTS 1, 2, 3, 5, 9; CEC 5.1, 5.3, 5.5, 5.7)
- Analyze case studies and formulate a plan of action that will address the specific educational needs of students with disabilities. (InTASC 4, 6, 7; NTDETAS 2.2; IPTS 2, 3, 8; CEC 1.2, 3.1, 3.2, 3.3)
Discussions and Reflections
Candidates will respond to content discussions/reflection prompts and provide thoughtful feedback to others.
- Course outcomes 3, 4, 5, 6, 7
- Standards InTASC 1-8, 10; IPTS 1-7, 9, 11; CEC 3.1, 4.1, 5.1, 5.3, 5.7, 7.1-7.3; NTDETAS 2.0-2.2, 3.0, 3.2, 3.5, 5.1
History of Special Education
Candidates will discuss the history of special education and federal legislation influencing the special education processes and procedures in the school community.
- Course outcomes 1, 3
- Standards InTASC 1,3; IPTS 1-3; CEC 6.2
Candidates will research and develop a presentation on one of the 14 disability categories.
- Course outcomes 1, 2
- Standards InTASC 1,2; IPTS 1-3; CEC 1.2, 6.2
IEP vs. 504 Plan
Candidates will create an infographic comparing an Individualized Education Program (IEP) and a 504 Plan.
- Course outcomes 1, 3
- Standards InTASC 1,3; IPTS 1-3; CEC 6.2
Candidates will interview a special education teacher/driver education teacher to discuss the relationship between a driver education teacher and the special education department.
- Course outcomes 1, 2, 3, 4, 5, 6
- Standards InTASC 1-10; IPTS 1-7; CEC 1.2, 3.1, 4.3, 5.1, 5.7, 6.2, 7.1-7.3; NTDETAS 2.1-2.2, 3.2, 3.5, 5.1
Technology in the Driver Education classroom
Candidates will explore the use of technology with students with disabilities in a driver education classroom.
- Course outcomes 5, 8
- Standards InTASC 1, 2, 4, 6, 7, 8; IPTS 1-8; CEC 1.2, 3.1-3.3, 4.3, 5.1, 5.7; NTDETAS 2.1-2.2, 3.2, 3.5
Specific Disabilities and Driving
Candidates will analyze a variety of common disabilities and the effects on operating a motor vehicle.
- Course outcomes 2, 5, 6, 7, 8
- Standards InTASC 1-4, 6-8, 10; IPTS 1-3, 5, 8-9; IPTS 1-5, 8-9; CEC 1.2, 3.1-3.3, 4.3, 5.1, 5.3, 5.5, 5.7, 6.2; NTDETAS 2.0-2.2, 3.0, 3.2, 3.5, 5.1
Driver Rehabilitation Specialists
Candidates will describe the role of driver rehabilitation services in determining one’s fitness to operate a motor vehicle.
- Course outcomes 6, 7, 8
- Standards InTASC 1-4, 6-7; IPTS 1-3, 5, 8-9; IPTS 1-7, 8-9; CEC 1.2, 3.1-3.3, 4.3, 5.1, 5.3, 5.5, 5.7; NTDETAS 2.0, 2.2, 3.0, 3.2, 3.5, 5.1
Candidates will review a student’s IEP and make appropriate educational placement recommendations.
- Course outcomes 1, 2, 3, 4, 5, 6, 7, 8
- Standards InTASC 1-4, 7-10; IPTS 1-9, 11; CEC 1.2, 3.1-3.3, 4.3, 5.1, 5.3, 5.5, 5.7, 6.2, 7.1-7.3; NTDETAS 2.0-2.2, 3.0, 3.2, 3.5, 5.1
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Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Academic Support Services
The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.
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