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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

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

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 08/15/2019

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. 

Description

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

Objectives

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.

Outcomes

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:

  1. Students will understand Special Education and Response to Intervention (RtI) and the impact Inclusive Schooling has on individuals with and without disabilities.
    1. Examine and discuss concerns and challenges about Inclusion. (IPTS 1B, 1C, 1D, 2D, 2E; CEC 1.0, 2.0)
    2. Explain the Response to Intervention Model and the application within their school district. (IPTS 1G, 1H, 2F, 4E, 4H; CEC 1.2, 3.0, 5.0)
    3. Use Response to Intervention (RtI) as a means of identifying individuals with learning disabilities. (IPTS 7A, 7G, 7I, 7L; CEC 1.0, 3.0, 4.0, 5.0)
    4. Discuss the effect of strategy instruction approaches for students with learning disabilities, in the inclusive setting. (IPTS 5F ;CEC 5.0)
  2. Student 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.
    1. Demonstrate the Self-Regulated Strategy Development (SRSD) model and list the six stages of the SRDS Model. (IPTS 2C, 5) ;CEC 5.0)
    2. Design a cognitive or meta-cognitive strategy intervention based on individual needs. (ITPS 2C, 5I ; CEC 2.0, 5.0)
    3. Apply RTI 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)
    4. 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)
    5. Identify instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. (IPTS 1G, 2M, 2N, 2P ; CEC 1.0, 5.0)
  3. Student will understand and implement successful components into planning for instruction in an inclusive classroom.
    1. Apply evidence-based methods and strategies to teach individuals with various high incidence disabilities such Learning Disabilities, Attention Deficit Disorder and Emotional/Behavior Disorders. (IPTS 1C, 2E, 3C, 5I, 5S CEC 5.0)        
    2. Identify different areas in the general curriculum which can be modified or adapted to suit diverse learning styles. (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)
    3. Identify ways to modify assessments, curriculum, and instruction for individuals with diverse needs. (IPTS 1C, 1G, 2E, 4E, 5E,5G, 5I; CEC 1.0, 3.0, 5.0)
    4. Identify evidence based practices for teaching reading, writing, and mathematics. (IPTS 2P, 3C, 5B, 5D, 5I, 5S, 6G, 6I & CEC 1.0, 5.0)
    5. Examine various collaborative relationships and co-teaching approaches. (IPTS 3D, 3F, 5Q, 6R, 8A, 8B, 8D, 8F, 8G; CEC 2.1)
    6. Create and collaborate a co-teaching lesson applying the principles of the UDL and incorporate an evidence-based practice.   (IPTS 1H to 1L, 3A, 3I to 3Q, 5C, 5D, 5I, 5K to 5N, 6G, 7Q; CEC 2.1, 3.2, 5.0)
  4. Students will develop a repertoire of evidenced-based methods and strategies to teach individuals with Autism Spectrum Disorder.
    1. Summarize the strategies used for systematic instruction: tsk analysis, discrete trial training, prompting , reinforcement, chaining and shaping. (IPTS 1C, 2E, 3C, 5I, 5S; CEC 1.0, 3.0, 4.0 5.0)
    2. Examine effective Social Skills Instruction including Peer-Mediated Instruction (PMI), strategies for initiating and maintain attention, Video-Modeling (VM) and Social Stories. (IPTS 1C, 2E, 3C, 5I, 5S; CEC 1.0, 3.0, 4.0 5.0)
    3. Discuss effective evidenced-based strategies to teach reading skills, written expression and mathematics to students with high functioning Autism. (IPTS 1C, 2E, 3C, 5I, 5S; CEC 1.0, 3.0, 4.0 5.0)
  5. Students will develop a Functional Behavior Assessment (FBA) and a Behavior Intervention Plan (BIP) component of an Individualized Education Plan (IEP).
    1. 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)
    2. Compare successful and unsuccessful behavior management techniques. IPTS 4I, 4K, 4L ; CEC 5.0)
    3. Identify positive behavior techniques for successful behavior management. (IPTS 4A, 4I; CEC 5.0)
    4. Apply pro-active behavior management techniques to control aggress behaviors and bullying. IPTS 4G, 4 ; CEC 5.0)
    5. 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)
    6. 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)

Materials

Perner, D. E. & Delano, M. E. (2012). A Guide to Teaching Students with Autism Spectrum Disorder. Division of Autism and Developmental Disabilities, Council for Exceptional Children.

"Strategy Instruction for Students with Learning Disabilities" (second edition) by Robert Reid, Torri Ortiz Lienemann and Jessica L. Hagaman

Assignments

Discussion Questions and Responses

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

  • Objectives: 1B, 1C, 1D
  • Standards: IPTS 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-D, 2A-E, 3A-F, 4A-C
  • 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: 5A-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

 

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF 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 USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

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 USF Catalog for further clarification and information on grievance procedures.

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 Disability 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 Disability 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 Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu 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 http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

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

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) 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.

Additional Items

Course References

Blackbourn, J. M., Patton, J. R., & Trainor, A. (2004). Exceptional individuals in focus (7th Ed.). New Jersey: Pearson/Merrill Prentice Hall. 

Charles, C. M. (1996). Building classroom discipline (5th Ed.). White Plains, NY: Longman.

Gargiulo, R., & Kilgo, J. (2005). Young children with special needs. New York: Thomson Delmar Learning.

Gunter, M. A., Estes, T. H., & Schwab, J. (2003). Instruction: A models approach. New York: Pearson Education Inc.

Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd Ed.). Belmont, CA: Wadsworth/Thomson Learning.

Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (1997).

Kameenui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. Upper Saddle, NJ: Prentice Hall.

Lewis, R. B., Doorlag, D. H. (2003). Teaching special students in general education classrooms (6th Ed.). New Jersey: Pearson/Merrill Prentice Hall.

Mercer, C. D., & Pullen, P. C. (2005). Students with learning disabilities (6th Ed.). New Jersey: Pearson/Merrill Prentice Hall.

Mercer, C. D., & Mercer, A. R. (2005). Teaching students with learning problems (7th Ed.). New Jersey: Pearson/Merrill Prentice Hall.

Olson, J. L., & Platt, J. M. (2008). Teaching children and adolescents with special needs(5th Ed.). Upper Saddle, NJ: Prentice-Hall.

Polloway, E. A., Patton, J. R., & Serna, L. (2001). Strategies for teaching learners with special needs (7th Ed.). Upper Saddle, NJ: Prentice Hall.

Shepherd, T. L. (2010). Working with students with emotional and behavior disorders: Characteristics and teaching strategies. Pearson Education Inc. NJ.

Simpson, R. L. & Myles B. S. (2008). Educating children and youth with autism: Strategies for effective practice (2nd Ed.). Pro-Ed, TX.

Wendling, B.J. & Mather, N. (2009). Essentials of evidence-based academic interventions. New Jersey: John Wiley & Sons Inc.

Zentall, S. S. (2006). ADHD and education: Foundations, characteristics, methods and collaboration. New Jersey: Pearson Education Inc.