Development and Characteristics of Individuals with Special Needs
EEND and MEDU-640

The emphasis of this course is on understanding the characteristics and origin of disabilities as well as designing and assessing materials to meet the individual educational needs of individuals with mild to severe disabilities. This course provides specific understanding of characteristics and development of students with disabilities and their implications on teaching and learning; when teaching students with documented disabilities specified in IDEA (1997): Specific Learning Disabilities (SLD), Emotional Disturbance (ED), Intellectual Disabilities (ID), Other Health Impairment(OHI); Autism(ASD), Traumatic Brain Injury (TBI), Orthopedic impairments,  Sensory Impairments and other low-incidence disabilities (34 CFR, Section 300.7). The course will also stress on characteristics that are non-categorical in nature and are observed across the disability areas, which are helpful in choosing and designing interventions. Characteristics of students who are English Language Learners (ESL) and those who are ESL and have exceptional needs will be examined. Writing of Individual Education Plans (IEP) will be emphasized.

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will understand how individuals with disabilities grow, develop, and learn and provide learning opportunities that support the intellectual, social, and personal development of all individuals with disabilities.

Serving the Community

Candidates will understand how to communicate the origins and impact of mild, moderate & severe disabilities and causal factors to educators, parents, and other professionals in the community.

Finding Our Professional Selves

Candidates will be reflective practitioners who continually evaluate how choices and actions affect students, parents, and other professionals in the learning community and actively seek opportunities to grow professionally.

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

Outcome 1: Students will compare and contrast differential characteristics of individuals with disabilities across the range, including levels of severity and multiple disabilities and their influence on development, behavior and learning.IPT1,2,6; NB-1,2; CEC-1,3

Objective(s):

• 1a. Identify and understand the criteria/characteristics for all 13 disability areas defined in IDEA 2004. IPT1.A,1.B,1.G,2.A; CEC1.1,3.1,3.2; LBS 1
• 1b. Describe the philosophical, historical, and legal foundations of special education. IPT1.A,1.D,2.B,2.C
• 1d. Identify and explain medical conditions affecting individuals with disabilities and the effects of various medications on their educational, cognitive, physical, sensory, social, and emotional behaviors.IPT1.D, 1.L, 2.E
• 1e. Recognize the impact on learning for students with language disorders, processing deficits, cognitive disorders, behavioral/emotional/social disorders, physical disabilities and health impairments and the implications for teachers, parents, and employers as appropriate. IPT4.A,4.B,4.D,4.L,6.A,6.C,6.F; CEC-1.2

Outcome 2: Students will identify the cognitive process associated with various kinds of learning and how these processes can be stimulated and developed. IPT1,2,3,5; NB 2,3; CEC 2, 3, 5

Objective(s):

• 2a. Discuss the central concepts and methods of inquiry and structure of individuals with disabilities NB-2,3
• 2b. Utilize and plan exceptional, functional or transitional programs for students with disabilities. IPT 3.B,8.5,7.H,7.N
• 2c. Apply the UDL method of lesson planning and development so that all students are included. CEC 2.2,3.1,3.2,3.3,5.1,5.2,5.3
• 2d. Describe and discuss instructional strategies that are based on individual learner characteristics.CEC-2.1,2.2,3.1,3.3

Outcome 3: Students will identify and diagnose the similarities and differences among the cognitive, physical, sensory, cultural, social and emotional development and needs of individuals with and without disabilities. IPT 1, 2, 4, 5; NB 1, 2, 3; CEC 3

Objective(s):

• 3a. Describe the issues in definition and identification procedures for individuals with disabilities.IPT-1.G,3.E; CEC 3
• 3b. Apply using person-first terminology while referring to students with disabilities.NB1,2,3,
• 3c. Identify the basic functions of the body’s systems in relation to common medical conditions and health impairments.
• 3d. Recognize the effects of dysfunctional behavior on learning and the differences between behavioral and emotional disorders. IPT 1.D,1.G,4.D,9.H

Outcome 4: Students will evaluate and apply assessment procedures. IPT 1, 3, 8; CEC 4; NB 5

Objective(s):

• 4a. Examine appropriate assessments and procedures for purposes of placement, and developing the appropriate modes of education. NB 5
• 4b. Analyze the relationship between individual characteristics and instructional methods or strategies chosen
• 4c. Describe the relationship between individual characteristics and instructional methods or strategies chosen. IPT-8.5 ; CEC-5.1
• 4d. Select and discuss the strengths and limitations of various assessment tools.
• 4e. Identify and discuss instructional strategies that are based on individual learner characteristics. IPT1.G,3.E; CEC 5.1,5.2,5.3

Outcome 5: Students will examine and develop a portion of an IEP.IPT 3.B,8.5,7.H,7.M,7.N; CEC-2.1,5.1,5.2,5.3,7.1,7.2,7.3; NB-3,4

Objective(s):

• 5a. Write a present level of Performance (PLEP), part of an Individualized Education Plan (IEP) based on the individual strengths and needs
• 5b. Use knowledge of a student’s cognitive, communication, physical, cultural, social, and emotional characteristics in planning and delivering instruction and in transition planning. Will write Goals and objectives based on the student’s needs.
• 5c. Recommend referrals to appropriate specialists when more in-depth information about a child’s needs is required for making educational decisions.
• 5d. Provide a functional description of individual strengths and needs, and their implications on learning.
• 5e. Define the relationship between individual characteristics and instructional methods or strategies chosen.

Discussion and Reflections

Candidates will respond to discussion and reflection prompts based upon course content and videos sharing details about specific disabilities.

• Course objectives: 1b,1e,2a,2b,2d,2c,3a,3b,3c,4a,4e

Research on Disability Website and Critique

Candidates will research and evaluate a website on a disability.

• Standards: IPT 1.A, 1.B, 1.D, 1.G, 1.L, 2.A, 2.E, 3.B,4.A, 4.B, 4.D, 4.l, 6.A, 6.C,6.F, 8.5,7.H,7.N 9.H; CEC-1.1,1.2.1, 2.2, .2,3., 3.1, 3.2,3.3, 5.1,5.2 5.3; LBS 1; NB 1,2,3
• Course objectives: 1a,1d,1e,2a,3c, 2c,2d, 3b,3d

Resource Guide for Assistive Technology

Candidates will develop a resource guide with at least 15 different Assistive Technologies to assist a student with disabilities in accessing general education.

• Standards: NB 2,3; CEC-2.1,2.2,3.1,3.3; NB-5; IPT- 1.G,3.E, 8.m; CEC 5.1,5.2,5.3
• Course objectives: 2b,2d,4a,4c,4d,4e

Writing an IEP with PLEP, Annual Goals, and Benchmarks

Candidates will gather recent information/data for a student and then will write a Present Level of Performance, annual goal, benchmarks, and accommodations.

• Standards: IPT 3.B ,4.A,4.B,4.D,4.L,6.A,6.C,6.F, 7.H, 7.M, 7.N 8.5; NB 2,3; CEC 1.2, 2.1, 5.1, 5.2, 5.3, 7.1, 7.2, 7.3; NB 3,4
• Course objectives: 1e,2a,4c,4d,4e,5a,5c,5d,5e

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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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