Specialized Curriculum and Methods in Special Education
EEND and MEDU-644

Centers around development of specific competencies in understanding special strategies for accommodations and modifications in the general education curriculum for individuals with special needs and English language learners. Specific methods of teaching students with disabilities and English language learners in various settings in the continuum of services will be examined.

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 to modify curriculum and make appropriate accommodations for individuals with mild to severe disabilities 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 to educators, parents, and other professionals in the community appropriate modifications and accommodations within curriculum and the impact on learning for individuals with mild to severe disabilities.

Finding Our Professional Selves

Candidates will understand how to communicate to educators, parents, and other professionals in the community appropriate modifications and accommodations within curriculum and the impact on learning for individuals with mild to severe disabilities.

Access to standards referenced in this section can be found HERE

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

Candidate will understand Special Education and Response to Intervention (RtI) and the impact Inclusive Schooling has on individuals with and without disabilities.

• Examine and discuss concerns and challenges about Inclusion. (IPTS 1B, 1C, 1D, 2D, 2E; CEC 1.0, 2.0)
• Explain the Response to Intervention (RtI) and Multi-Tiered Service Systems (MTSS) models and the application within their school district. (IPTS 1G, 1H, 2F, 4E, 4H; CEC 1.2, 3.0, 5.0)
• Discuss the effect of strategy instruction approaches for students with learning disabilities, in the inclusive setting. (IPTS 5F;CEC 5.0)

Candidate will assess and implement research-based instructional and behavioral strategies including the cognitive strategy approaches, metacognitive instruction, cognitive behavior modification, and self-regulated strategy development modules during instruction.

• Demonstrate the Self-Regulated Strategy Development (SRSD) model and list the six stages of the SRDS Model. (IPTS 2C, 5) ;CEC 5.0)
• Design a cognitive or meta-cognitive strategy intervention based on individual needs. (ITPS 2C, 5I ; CEC 2.0, 5.0)
• Apply RTI/MTSS data and curriculum based measures and assessments to make meaningful intervention choices. (IPTS 3G, 5G, 5H, 5P, 7A, 7G, 7I, 7L; CEC 3.0, 4.0)
• Develop or use an existing data-monitoring tool to evaluate the effectiveness of the intervention. ( IPTS 7E, 7I ; CEC 3.0, 4.0. 5.0)
• Identify instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, andretrieval. (IPTS 1G, 2M, 2N, 2P ; CEC 1.0, 5.0)

Candidate will understand and implement successful components into planning for instruction in an inclusive classroom.

• Apply evidence-based methods and strategies to teach individuals with various high incidence disabilities such LearningDisabilities, Attention Deficit Disorder and Emotional/Behavior Disorders. (IPTS 1C, 2E, 3C, 5I, 5S CEC 5.0)
• Identify different areas in the general curriculum which can be modified or adapted to suit diverse learning needs. (IPTS 1H to 1L, 3A, 3I to 3Q, 5C, 5D, 5K to 5N, 6G, 7Q ;CEC 3.0, 5.0; TESOL D1a, D1b, D3a, D3b, D3c, D5)
• Identify ways to modify assessments, curriculum, and instruction for individuals with diverse needs. (IPTS 1C, 1G, 2E, 4E,v 5E,5G, 5I; CEC 1.0, 3.0, 5.0)
• Identify evidence based practices for teaching reading, writing, and mathematics. (IPTS 2P, 3C, 5B, 5D, 5I, 5S, 6G, 6I & CEC 1.0, 5.0)

Candidate will develop a Functional Behavior Assessment (FBA) and a Behavior Intervention Plan (BIP) component of an Individualized Education Plan (IEP).

• Identify the roles of the Special Education Team associated with writing a Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) as it relates to an Individualized Education Plan (IEP). (IPTS 1D, 1F;1.0, 7.0)
• Compare successful and unsuccessful behavior management techniques. IPTS 4I, 4K, 4L ; CEC 5.0)
• Identify positive behavior techniques for successful behavior management. (IPTS 4A, 4I; CEC 5.0)
• Apply pro-active behavior management techniques to control aggress behaviors and bullying. IPTS 4G, 4 ; CEC 5.0)
• Use data to design a functional behavior assessment (FBA) and design a behavior intervention plan (BIP) based on individual needs and strengths. (IPTS 4G, 4J, 4K, 4L, 5F; CEC 1.0, 2.0 2.1)
• Delineate leadership roles regarding administration, parents, community service providers and the behavior disordered student. (IPTS 9B, 9C, 9H, 9I, 9J, 9L, 9N; & CEC 7.0)

Discussions and Responses

Candidate will respond to content questions/discussions and provide feedback to others.

• Objectives: 1B-C, 2B, 3C-D
• Standards: IPTS 1C, 1G, 1H, 2F, 4E, 4H, 5F, 7A, 7G, 7I, 7L; CEC 1.0, 1.2, 3.0, 4.0, 5.0; TESOL D1a, D1b, D3a, D3b, D3c, D5

Strategy Intervention Plan and Implementation

Candidates will design a cognitive or meta-cognitive intervention based on identified individual needs.

• Obectives: 1A-C, 2A-E, 3A-D, 4A-F
• Standards: IPTS 1-D, 1G, 1H-L, 2C-F, 2M, 2N, 2P, 3A, 3C, 3D, 3F, 3G-Q, 4E, 4H, 5B-I, 5K-N, 5P-Q, 5S, 6G, 6I, 6R, 7A, 7E, 7G, 7I, 7L, 7Q; CEC 1.0, 1.2, 2.0, 2.1, 3.0, 3.2, 4.0, 5.0; TESOL D1a, D1b, D3a, D3b, D3c, D5

Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP)

Candidates will simulate an IEP team and create a FBA & BIP for a student identified as having a behavior disorder.

• Objectives: 4A-F
• Standards: IPTS 1D, 1F, 4A, 4G, 4I-L, 5F, 9B, 9C, 9H-J, 9L, 9N; CEC 1.0, 2.0, 2.1, 5.0, 7.0

Identifying Evidenced-Based Practices to Target Specific Needs (Graduate Assignment)

Candidates will identify specific evidence-based practices to meet the needs of a student with a disability. Candidates will cite research study showing each practice has evidence or promise to work with identified disability, similar grade level(s) and subject area(s).

• Objectives: 2E, 3A, 3D
• Standards: IPTS 1C, 1G, 2E, 2M-N, 2P, 3C, 5B, 5D, 5I, 5S, 6G, 6I; CEC: 1.0, 5.0

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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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