KUTZTOWN UNIVERSITY
Department of Special Education
SPU 330 Teaching Students with Low Incidence Disabilities
COURSE DESCRIPTION
The course will address medical, physical, psychological and educational aspects of students with low incidence disabilities. The major focus of this course will be teaching students with moderate or severe retardation, severe behavior disorders, including any of the Autistic spectrum disorders. Included will be an examination of evidenced based strategies relevant to the education, training, and habilitation of students with low incidence disabilities. Specific content includes data based decision making, functional behavior assessment, communication training and creating positive learning environments. 3 s.h. 3 c.h. Prerequisite: SPU 318.
RATIONALE
The current cross-categorical Mentally and/or Physically Handicapped certification necessitates a specialized course designed to orient prospective special educators to the area of students with low incidence disabilities. The unique needs of this population of learners require specific content in order to plan and deliver effective instruction. Current best practices support an individualized approach when creating positive learning environments for this population.
OBJECTIVES
Upon completion of the course, the teacher candidate will be able to:
Objectives / StandardKU Concept / PDE / CEC / INTASC
1. Identify and demonstrate an understanding of learning differences and reflect these differences in Individual Education Plans. / I. / II.B1 / GC1K1
CC2K2
CC2K5-6 / 2a, h
2. Apply characteristics associated with specific areas of disability and their impact on learning. / I. / II.B2 / GC3S1
CC4S3
GC4K3
GC7S2 / 1b, d
2a, g
3. Identify present educational levels of academic and functional educational performance based on formative assessment and student performance. / I.3
II.1 / II.B3 / CC7S4
CC8S5-6 / 6g, l, t/u
4. Determine evidence-based interventions that meet students’ needs, based on formative assessment, developmental and educational information. / I.
II.1 / II.B4 / GC4S1
CC7S4
CC8S1 / 6a, t/u
7d
5. Identify and differentiate learner differences within each disability category based on a student’s level of functioning rather than classification. / I. / II.B5 / GC1K1
CC2K6 / 6c, e, g
6. Identify and implement a level of appropriate support based on individual differences and identify providers or methods of providing necessary supports. / I. / II.B6 / GC3S1
GC10K3 / 2f
8a-b, r
10b, e
7. Design a learning environment that is respectful of students with disabilities. / I.
III. / IV.B4 / CC5S1
CC5S4 / 2n
3a, n, q
8. Foster positive, inclusive, learning settings in cognitive, behavior, language, physical, and social domains. / I. / IV.B5 / CC5S1
CC6S1
CC7S7 / 1e
2a
9. Establish and maintain consistent standards of classroom and individual student behavior through the use of positive techniques and resources. / I.
II.5 / IV.B6 / CC1K2
CC5K2-4
CC5S2, 5
CC5S10 / 3k
10. Identify barriers to accessibility and acceptance of individuals with disabilities as well as potential strategies and skills necessary to overcome potential barriers. / I. / IV.B8 / GCK1-2
GC9S2
CC10S6 / 2h
3d
7b
11. Recognize the contribution of family and students in identifying causes and preventions of inappropriate behaviors. / I. / IV.B12 / CC1K7
CC2K4
CC7S3
CC10S2,4 / 1k
10d, m, q
12. Identify and explicitly teach social skills needed for all educational settings. / I. / IV.B13 / CC5K5
CC5S2
CC6S1-2 / 1a, e
3h, l, q
8m, q
13. Identify and implement crisis prevention and intervention techniques indicated in a student’s behavior plan. / I. / IV.B14 / CC1K2
GC1K2
CC5K6 / 3d, o
7a
14. Participate and contribute in the development of positive behavioral support plans. / I. / IV.B15 / CC1K2
CC5S5, 10, 11 / 10b
15. Develop, support and demonstrate positive, inclusive learning environments for all students by promoting the engagement and independence of students with disabilities in classroom environments. / I.
II.5
III. / IV.B16 / GC4K5
CC5S1,4,9 / 3a-b. f, k
3n, p, q, r
16. Adapt physical environments to provide optimal learning opportunities for students with disabilities. / I.
II.5 / IV.B17 / GC5K2 / 3d
7b
17. Identify and implement methods for ensuring individual academic success in one-to-one, small-group, and large-group settings. / I. / IV.B18 / GC5K3 / 3b, j, o, p
18. Provide instruction in community-based settings to students with disabilities. / I. / IV.B19 / GC5S1 / 7b-c
8c
19. Use and maintain assistive technologies that support student participation. / I. / IV.B20 / GC5S2
CC7S9 / 4g
6i
7k
8n, r
20. Plan instruction in a variety of educational settings. / I.
II.4 / IV.B21 / GC5S3 / 7b-c
8c
21. Teach students with disabilities to give and receive meaningful feedback from peers and adults. / I.2 / IV.B22 / GC5S4 / 3h, o
6q
22. Use skills in problem solving and conflict resolution for educational plans. / I.1, 2 / IV.B23 / GC5S5
CC10S7 / 10a-b, n,r
23. Establish consistent and appropriate classroom routines for students with disabilities. / I.
II.5 / IV.B24 / CC5S12
GC5S6 / 3d, k
24. Demonstrate the ability to integrate the IEP within the classroom routine. / I.
II.5 / IV.B25 / GC5S6
CC7S1 / 2a-b, h
3a, k
7a
ASSESSMENT
Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset the following:
Reflective journal (see below)
Objective tests
Writing assignments
Group and individual presentations
Midterm examination
Active participation in class and in discussions
Final examination
Completion of an observation in a classroom serving students with low incidence disabilities (moderate – severe retardation, autism, Asperger syndrome, multiply disabled) is a course requirement. Classrooms identified as multihandicapped support, life skills support, emotional support and/or autistic support are appropriate for this observation. After the observation, complete the attached observation form and turn it in to the professor. Follow the rubric when reflecting upon the observation. Failure to complete this experience will result in a course grade of “incomplete”.
COURSE OUTLINE
I. Overview
A. Historical perspective
B. Terminology, definitions, legal mandates
C. Characteristics, classification
II. Etiology and Symptomatology
A. Neurological disorders
B. Orthopedic disorders
C. Health impairments
D. Concomitant disabilities
E. Psycho-social aspects of low incidence handicapping conditions
F. Autism spectrum disorders
1. autism
2. Asperger syndrome
3. pervasive developmental delay
III. Assessment
A. Developmental - functional
B. Criterion referenced, norm referenced
C. Ecological inventory
D. IEP development
E. ABC analysis of behavior
IV. Communication
A. Rationale for communication training
B. Communication modes
C. Augmentative and alternative communication systems
D. giving and receiving meaningful feedback
V. Systematic instruction, functional academics
A. Strategies (e.g., system of least prompts, graduated guidance, time delay)
B. General case instruction
C. Community based instruction
VI. Behavior management
A. Theoretical roots
B. Positive - negative reinforcement - punishment
C. Functional analysis of behavior (ABC analysis)
D. Positive behavior support plans
VII. Social skills
A. Evidenced based strategies for friendship building
B. Facilitating interactions between all students
VIII. Family involvement
A. Family types and systems framework
B. Special challenges
C. Supporting families of students with low incidence disabilities
IX. Instruction in the general classroom
A. Rationale
B. Modifying the physical environment
C. Modifying the psychosocial environment
D. Collaboration with general education teachers
X. Post secondary options
A. Rationale
B. Placement options
C. Interagency cooperation
INSTRUCTIONAL RESOURCES
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Revised 6/2012