KUTZTOWN UNIVERSITY

KUTZTOWN, PENNSYLVANIA

Department of Special Education

College of Education

I. Course Description: Course Prefix, Number, and Title

SPU 322 Teaching Students High Incidence Disabilities

This course provides information related to the development of programs for K-8 students with learning disabilities, attention deficit disorders, and mild mental retardation. Students will be introduced to definitions, etiologies, diagnostic procedures, and instructional techniques for these high incidence populations. 3 s.h. 3 c.h. Prerequisite: SPU318.

II. Course Rationale

The target populations for this course represent over fifty percent of students served in special education programs. This fact, and the current cross-categorical certification in special education, requires a course designed to orient students to the instructional needs of these populations.

III. Course Objectives

Objectives / Standard
KU Concept / PDE / CEC / INTASC
  1. Identify the etiologies and medical aspects of various diagnoses affecting individualswith disabilities in order to contribute to effective program planning.
/ I. / II.A1 / GC2K3 / 1e
  1. Demonstrate knowledge and understanding of the characteristics of each of the disability categories and develop effective instructional plans for students.
/ I. / II.A2 / GC1K1
CC2K2
CC7K1
CC7S1-2 / 2h
  1. Identify the psychological and social-emotional characteristics of individuals withdisabilities.
/ I. / II.A3 / GC2K4 / 1a, e
  1. Understand the similarities and differences of human development and thecharacteristics between and among learners.
/ I. / II.A6 / CC2K5-6
GC2K1 / 7i
  1. Identify ways to understand young children; e.g. individual appropriate, age appropriate, cultural development; temperament; gender, pace of learning.
/ I. / II.A7 / GC7S3, 8
GC8K4 / 8k
  1. Identify core concepts of development that are evidence-based in order to contributeto effective program planning and IEP development.
/ I.
II.1 / II.A8 / CC2K1-2
GC3S1
CC7K1 / 1a-b, d-e
7k
  1. Identify and demonstrate an understanding of learning differences and reflect thesedifferences in Individual Education Plans.
/ I. / II.B1 / GC1K1
CC2K2
CC2K5-6 / 2a, h
  1. Apply characteristics associated with specific areas of disability and their impact onlearning.
/ I. / II.B2 / GC3S1
CC4S3
GC4K3
GC7S2 / 1b, d
2a, g
  1. Identify present educational levels of academic and functional educationalperformance based on formative assessment and student performance.
/ I.3
II.1 / II.B3 / CC7S4
CC8S5-6 / 6g,l, t/u
  1. Determine evidence-based interventions that meet students’ needs, based onformative assessment, developmental and educational information.
/ I.
II.1 / II.B4 / GC4S1
CC7S4
CC8S1 / 6a,t/u
7d
  1. Identify and differentiate learner differences within each disability category based ona student’s level of functioning rather than classification.
/ I. / II.B5 / GC1K1
CC2K6 / 6c, e, g
  1. Identify and implement a level of appropriate support based on individualdifferences and identify providers or methods of providing necessary supports.
/ I. / II.B6 / GC3S1
GC10K3 / 2f
8a-b,r
10b, e
  1. Design a learning environment that is respectful of students with disabilities.
/ I.
III. / IV.B4 / CC5S1
CC5S4 / 2n
3a, n, q
  1. Foster positive, inclusive, learning settings in cognitive, behavior, language,physical and social domains.
/ I. / IV.B5 / CC5S1
CC6S1
CC7S7 / 1e
2a
  1. 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
  1. Identify barriers to accessibility and acceptance of individuals with disabilities as wellas potential strategies and skills necessary to overcome potential barriers. especially students with disabilities through a school wide methodology utilizing tieredapproaches
/ I. / IV.B8 / GC5K1-2
GC9S2
CC10S6 / 2h
3d
7b
  1. Obtain and analyze student-specific data and implement strategies based onbehavioral data to develop interventions.
/ I.3 / IV.B10 / CC5S5-6
CC5S10-11
CC8S1-6
GC8S1 / 6g
7k
  1. Identify and monitor antecedent behavior, and consequence events to address inappropriate behavior.
/ I. / IV.B11 / CC5K4
GC7S1
GC8S1 / 1a
8a-b
  1. Recognize the contribution of family and students in identifying causes andpreventions of inappropriate behaviors.
/ I. / IV.B12 / CC1K7
CC2K4
CC7S3
CC10S2, 4 / 1k
10d, m, q
  1. 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
  1. Identify and implement crisis prevention and intervention techniques indicated in astudent’s behavior plan.
/ I. / IV.B14 / CC1K2
GC1K2
CC5K6 / 3d, o
7a
  1. Develop, support and demonstrate positive, inclusive learning environments for allstudents by promoting the engagement and independence of students withdisabilities in classroom environments.
/ I.
II.5
III. / IV.B16 / GC4K5
CC5S1,4,9 / 3a-b, f, k, 3n, p, q, r
  1. Adapt physical environments to provide optimal learning opportunities for studentswith disabilities.
/ I.
II.5 / IV.B17 / GC5K2 / 3d
7b
  1. 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
  1. Provide instruction in community-based settings to students with disabilities.
/ I. / IV.B19 / GC5S1 / 7b-c
8c
  1. Use and maintain assistive technologies that support student participation.
/ I. / IV.B20 / GC5S2
CC7S9 / 4g
6i
7k
8n, r
  1. Plan instruction in a variety of educational settings.
/ I.
II.4 / IV.B21 / GC5S3 / 7b-c
8c
  1. Teach students with disabilities to give and receive meaningful feedback from peersand adults.
/ I.2 / IV.B22 / GC5S4 / 3h,o
6q
  1. Use skills in problem solving and conflict resolution for educational plans.
/ I.1,2 / IV.B23 / GC5S5
CC10S7 / 10a-b,n, r
  1. Establish consistent and appropriate classroom routines for students with disabilities.
/ I.
II.5 / IV.B24 / CC5S12
GC5S6 / 3d, k
  1. Apply appropriate reinforcement techniques in serving individuals withdisabilities.
/ I.
II.5 / IV.B25 / GC5S6
CC7S1 / 2a-b, h
3a, k
7a

IV. Assessment

Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset of the following:

1. Written examinations based on course content

2. Completion of major research project

3. Completion of assigned short research activities

4. Completion of field based classroom experience

5. Reflective journal (see below)

Completion of an observation in a classroom serving students with high incidence disabilities (mild retardation, learning disabilities, ADD/ADHD) is a course requirement. Classrooms identified as learning 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”.

V. Course Outline

I. Nature of High Incidence Disabilities

A. Definitions

1. IDEIA

2. State (PA)

3. Definitional and Eligibility Issues

B, Incidence and Prevalence

C. Etiology

1. Biophysical

2. Environment

3. Cultural and Diversity Influences

D. Characteristics

1. Learning

2. Social Emotional

3. Overlapping characteristics

4. Associated Disorders

II. Program Approaches

A. Devlopmental Lag Models

B. Cognitive Processing Models

C. Functional Skills Models

D. Standards Based Curriculum Models

III. Instructional Considerations

A. Placement

1. General Education

2. Itinerant Services

3. Resource Room

4. Part Time Arrangements

B. Assessment

1. Formal Devices

2. Classroom Assessment Procedures

3. Progress Monitoring

C. Working with Others

1. Specialty Staff

2. Paraprofessionals

3. Parents

D. Inclusion

1. Roles/Responsibilities of Special and General Education

2. Differentiated Instruction/ Reasonable Accommodations

a. Physical Environment

b. Instructional Delivery

c. Classroom Assessment/Grading

d. Management/Behavior Supports

e. Use of Technology

E. Evidence Based Practices

1. Direct Instruction

2. Multisensory Instruction

3. Collaborative Consultation

4. Cooperative Learning

5. Co Teaching

6. Precision Teaching

7. Graphic Organizers

8. Learning Strategies

IV. Issues, Trends, Future Directions

VI. Instructional Resources

American Association on Intellectual and Developmental Disabilities. (2007). Quality of life

for people with intellectual and other developmental disabilities. Washington,

D.C.: American Association on Intellectual and Developmental Disabilities.

Bender, W. (2008). Learning disabilities: Characteristics, identification, and teaching

strategies (6th Ed.). Boston: Allyn and Bacon.

Bos, C., & Vaughn, S. (2006). Strategies for teaching students with learning and behavior

problems (6th Ed.). Boston: Allyn and Bacon.

Brown, I., and Percy, M. (2007), A comprehensive guide to intellectual and developmental

disabilities. Baltimore: Brooks.

Drew, C., and Hardman, M. (2007). Intellectual disabilities across the lifespan. Columbus:

Merrill.

Henley, M., Algozzine, R., and Ramsey, R. (2009). Characteristics of and strategies for teaching

students with mild disabilities. Columbus: Merrill

Lerner, J., and Johnson, B (2008,). Learning disabilities and related mild disorders: Characteristics, teaching strategies, and new directions. Boston: Houghton Mifflin.

McNamara, B. (2007). Learning disabilities: Bridging the gap between research and classroom

practice. Upper Saddle River: Prentice Hall.

Parette, H., and Peterson-Karlan, G. (2008). Research-based practices in developmental

disabilities (2nd Ed.). Austin: ProEd.

Pierangelo, R., and Guiliani, G. (2006).A practical approach to foundations, assessment,

diagnosis, and teaching. Upper Saddle River: Prentice Hall

Raymond, E. (2008). Learners with mild disabilities: A characteristics approach (3rd Ed.). Boston: Allyn and Bacon.

Stichter, J., Conroy, M., and Kauffman, J. (2008). Introduction to students with high-incidence

disabilities. Columbus: Merrill.

Wehmeyer, M., Agran, M., and AAMR. (2006). Teaching students with intellectual disabilities:

Empirically based approaches. Columbus: Merrill.

Weishaar, M., & Scott, V. (2006). Practical cases in special education for all educators. Boston: Houghton Mifflin.

Zentall, S. (2006). ADHD and education: Foundations, characteristics, methods, and collaboration. Upper Saddle River: Prentice Hall.

Revised 6/2012