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University of St. Francis logo · 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

Mission Statement

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.


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.


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

  1. Analyze and demonstrate knowledge of the history of Special Education in American classrooms. (InTASC 1; IPTS 1, 2, 3; CEC 6.), 
  2. Demonstrate an understanding of the Thirteen (13) Disability Categories of Special Education. (InTASC 1, 2; IPTS 1, 2, 3; CEC 1.2, 6.2)
  3. Compare and contrast the elements of an Individualized Educational Program (IEP) and a 504 Plan. (InTASC 3; IPTS 2; CEC 6.2)
  4. 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)
  5. 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)
  6. 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)
  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)
  8. 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

Disability Presentation

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

Educator Interview

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

Case Study

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

Institutional Policies

Students should use the MyUSF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the MyUSF portal.

  • A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
  • Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (
  • Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

Academic Integrity

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.

Technology Support

If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:

  1. 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). NOTE: Responses to Canvas’ email based Report a Problem request system will go to your USF email account, NOT your personal email.
  2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at
  3. You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.

For any technical support issues that are not related to Canvas, you can also contact the USF Technology Support Center (TSC). You can reach them via: