Kutztown University

Department of Special Education

SPU 318 Assessment and Instructional Methods for Students with Disabilities

COURSE DESCRIPTION

This course is an in-depth study of the purposes of atypical classes, curricular content and its organization, formal and informal assessment techniques, classroom management and the various methods of teaching the atypical child. The course will expose teacher candidates to informal and formal assessment, instructional delivery methodology and remediation strategies for the PreK-8 learner. 3 s.h. 3 c.h. Prerequisite: SPU 201.

RATIONALE

A basic understanding of learning theories, instructional strategies and remediation interventions is critical to teaching exceptional/multicultural learners. The course is designed to provide a solid foundation in the areas of creating a positive classroom environment, managing student behaviors, assessing and planning and delivering individualized instruction. The major goal of this course is to help teacher candidates become knowledgeable abut various assessment procedures and instructional methods which pertain to atypical learner.

OBJECTIVES

Upon completion of this course, the teacher candidate will be able to:

Objectives / Standard
KU Concept / PDE / CEC / INTASC
  1. Articulate and describe the strengths and weaknesses of solicited input from stakeholders.
/ I.1,3 / III.B / CC10S2 / 1k
8c
  1. Apply specialized terminology used in the assessment of students with disabilities.
/ I. / III.C / GC8K1
CC8S2 / 2f, 6e
  1. Implement the laws and policies regarding referral and placement procedures for students with disabilities.
/ II. / III.D / GC8K2 / 9j, o
  1. Access and use different types of information concerning students with disabilities available from families and public agencies.
/ I.1,3 / III.E / CC8S1
GC8K3 / 1k
9d
  1. Implement procedures for assessing and reporting both appropriate and problematic social behaviors of students with disabilities.
/ I.1,3 / III.F / GC8S4 / 1a
  1. Use targeted formal and informal, including vocational, tools as appropriate for students with disabilities.
/ II.1 / III.G / CC4S1
CC8S5 / 6a, g, j
  1. Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities.
/ I.3 / III.H / GCS3 / 6i/p, k, u
  1. Evaluate reliable methods of response of individuals who lack typical communication and performance abilities.
/ I.3 / III.I / GC8S4 / 5n
6t,u
7c
  1. Monitor intra-group behavior changes across subjects and activities.
/ I.3 / III.J / GC8S5 / 1a
8b
  1. Design, implement, and monitor student progress in academic and behavioral settings.
/ I.
II.5 / III.K / GC7S8
CC8S8 / 1a
8b
  1. Identify the screening, pre-referral, and classification process and placement procedures.
/ I. / III.L / CCK3 / 1c
6o
9o
  1. Identify the timelines related to referral, evaluation, placement, and programming related to state rules for special education
/ I. / III.M / CC8K3 / 6c, o
  1. Design and implement data collection systems and tools to monitor progress and adjust instruction.
/ I.3 / III.N / CC7S13 / 6l,r
  1. Identify and implement permissible accommodations and modifications on PA statewide assessments.
/ I.
II. / III.O / CC8K2
CC8K5 / 6m, p, u
9o
  1. Interpret assessment data and communicate effectively to parents and other stakeholders.
/ I.3 / III.P/T / CC8S5
CC8S7 / 6l, o
10a
  1. Identify and use specialized resources in order to implement specially designed instruction for individuals with disabilities.
/ I. / IV.A3 / GC7S2 / 2d,g
  1. Recommend and use evidence-based practices validated for specific characteristics of learners and settings.
/ I.1, 3 / IV.A6 / GC7S3 / 2g
7a,k
  1. Apply prevention and intervention strategies for individuals at-risk for academic or behavioral failure.
/ I. / IV.A7 / GC4K4 / 1b,d
  1. Teach individuals to use self assessment, problem-solving and other cognitive strategies to meet their needs within the framework of PA standards.
/ I. / IV.A8 / CC4S2 / 6f, m, q
8f-g, j
  1. Demonstrate the use of opportunities to integrate learning into daily routines and activities.
/ I. / IV.A9 / CC4S1 / 7h
  1. Provide integrated learning experiences for all students.
/ I. / IV.A1 / CC4S1 / 5j
  1. Identify and implement differentiated instructional strategies through the use of matching appropriate strategies to student characteristics, assessment information, and goals as well as strategies for integrating student initiated learning opportunities and experiences into ongoing instruction, e.g. universally designed approaches.
/ I.3 / IV.A10 / CC4S3
GC4K5
GC7S2 / 5s
7b,h,j
8a,l
  1. Provide strategies to prepare students to foster continuous learning and performance on standards-based assessments.
/ I.
II.5 / IV.A11 / GC4K2 / 6d, h, m
  1. Implement methods for increasing accuracy and proficiency in basic mathematic and literacy skill development for students with disabilities.
/ I. / IV.A16 / GC4K6 / 4h
  1. Implement methods for guiding students in identifying and organizing critical content.
/ I.3
II.5 / IV.A12 / GC4K7 / 4b
5q
8g, l
  1. Use evidence-based methods for academic and non-academic instruction of individuals with disabilities.
/ I.
II.1,3 / IV.A4 / GC4S1 / 7k
  1. Use strategies from multiple instructional approaches for individuals with disabilities.
/ I. / IV.A2 / GC4S2 / 2a,h
8a
  1. Teach learning strategies and study skills to acquire academic content.
/ I. / IV.A14 / GC4S3 / 3i
5m
8f
  1. Use appropriate methods to teach mathematics for individuals with disabilities.
/ I. / IV.A15 / GC4S5 / 1b
2h
8a
  1. Modify pace of instruction and provide organizational cues.
/ I.
II.5 / IV.A13 / GC4S6 / 2b
3d
  1. Use appropriate adaptations and technology for all individuals with disabilities.
/ II.4 / IV.A5 / GC4S7 / 3g,m
4g
5l
7k
8g, n, o, r
  1. Identify resources and techniques used across all transition points to allow for the effective transition of individuals with disabilities.
/ I.3
II.1,3 / IV.A18 / CC4S6
GC4S8 / 2h
5c
7b,m
  1. Use a variety of positive techniques to promote appropriate behavior and maintain attention of students with disabilities.
/ I.
II.5 / ? / GC4S9 / 3e, n
  1. Identify and teach common instructional features within and across curricula.
/ I.
II.3 / IV.A19 / CC4S4
GC4S10 / 1b
8h
  1. Use and teach instructional methods to strengthen and compensate for weaknesses in perception, comprehension, memory, and retrieval.
/ I. / IV.A20 / GC4S11 / 1d
4a
7j
  1. Identify and teach essential concepts, vocabulary, and content across the general curriculum.
/ I.
II.3 / IV.A21 / GC4S13 / 4h,r
  1. Teach strategies for organizing and composing written products.
/ I. / IV.A22 / GC4S15 / 8h

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:

  • Reflective journal
  • Objective tests
  • Writing assignments
  • Group and individual presentations
  • Midterm examination
  • Active participation in class and in discussions
  • Final examination

COURSE OUTLINE

I.Characteristics of handicapped learners

A.Learning disabilities

B.Mental retardation

C.Behavior disorders

D.Physical handicaps

II.Evidenced based Learning principles

A.Multi-level

B.Lifelong

C.Domains

D.Environments

E.Student variables

F.Intellectual processes

III.Planning instruction

A.Physical variables

B.Psychosocial variables

C.Student variables

D. Aligning instruction with PA standards

IV.Assessment

A.Purpose

B.Types (standardized, informal, criterion referenced, norm referenced)

C. formative and summative assessment

D. State assessments

E. Screening and referral process

F.Scores (IQ, grade equivalent, performance standards)

G. Developing rubrics

H. Curriculum based assessment, progress monitoring

V.IEP development

A.IEP components

B.Present levels of performance

C.Writing annual goals

D.Short term objectives

E. Parental involvement

F. Timeline for implementing IEP

VI.Differentiated Instruction

A.Purpose

B. Rationale

C.Techniques

D.Task analysis

E. Modifications

1. Pace

2. Environment

3. increasing proficiency in math and reading and language arts

4. teaching study skills

5. technology adaptations

F.disability specific adaptations

VII.General instructional strategies

A.Characteristics of effective instruction

B.Factors affecting student performance

C.Instructional sequence

D.Error Analysis

E. Corrective feedback

VIII.Lesson planning

A.Parts of lesson (structure, demonstrate, consolidate)

B.Writing lesson plans

C. Modifications for identified learners

IX.Social skills

A.Rationale

B.Teaching strategies

C. Specific programs

D. Facilitating friendships

X.Collaboration

A.Theoretical overview

B.Parents

C.Other professionals

D.Paraprofessionals

INSTRUCTIONAL RESOURCES

Banks, J. A., Cookson, P., Gay, G., Hawley, W. D. Irvine, J. J., Nieto, S., Schofied, J. W., et al. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.

Bloom, B. M. (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: David McKay Co., Inc.

Bos, C. S., & Vaugh, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Needham Heights: Allyn & Bacon.

Boyle, J. R., Danforth, S., Shea, R. M., & Bauer, A. M. (2001). Cases in special education. Chicago: Brown & Benchmark.

Deno, S., Fuchs, L., & Marston, D. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. The School Psychology Review.30(4), 507-524.

Dettmer, P., Thurston, L. P., & Dyck, N. (2002). Consultation, collaboration, and teamwork for students with special needs (4th eds.) Boston, MA: Allyn & Bacon.

Drasgow, E., & Yell, M. (2001). Functional behavior assessments: Legal requirements and challenges. The School Psychology Review30(2), 239-251.

Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for professionals (3rd ed.). New York: Longman.

Fuchs, D., Fuchs, L., Thompson, A., Svenson, E., Yan, L., Otaiba, S., Yang, N.,McMaster, K.,

Prentice, K., Kazdan, S., & Saenz, L. (2001). Peer-assisted learning strategies in reading: Extension for kindergarten, first grade, and high school. Remedial and Special Education,22(1). 15-21.

Gartin, B., & Murdick, N. (2001). A new IDEA mandate: The use of functionalassessment

of behavior and positive behavior supports. Remedial and Special Education 22(6), 344-349.

Gearheart, B., Weishahn, M., & Schloss, C. (2001). The exceptional student in the regular classroom. Upper Saddle River: Prentice Hall.

Giacobbe, A., Livers, A., Thayer-Smith, R., & Walther-Thomas, C. (2001). Raising the academic standards bar: What states are doing to measure the performance of students with disabilities. Journal of Disability Policy Studies,12, 10-17.

Goldstein, A., McGinnis, E., Sprafklin, R., Gershaw, N., & Klein, P. (2002). Skill-streaming the adolescent: A structured learning approach to teaching prosocial skills. Chicago: ResearchPark.

Hernandez, H. (2001). Multicultural education: A teacher's guide to linking context, process, and content (2nd ed.). Upper Saddle River: Prentice Hall.

Heward, W. (2003). Exceptional children: An introduction to special education(7th ed.). Upper Saddle River: Prentice Hall.

Howell, K., & Nolet, V. (2000). Curriculum based evaluation. Belmont: Wadsworth.

Lewis, R. (2000). Musing on technology and learning disabilities on the occasion of the new millennium. Journal of Special Education Technology, 15(2), 5-12.

Maheady, L., Harper, G., & Mallette, B. (2001). Peer-mediation instruction and interventions and students with mild disabilities. Remedial and Special Education, 22(1), 4 – 11.

Mastropieri, M. A., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R. T., & Talbolt, E. (2001). Can middle school students with serious reading difficulties help each other and learn anything? Learning Disabilities Research & Practice, 16(1), 18 – 27.

Mercer, C. D., & Mercer, A. R. (2001). Teaching students with learning problems (6thed.). Upper Saddle River, NJ: Prentice Hall.

Merkley, D. M., & Jefferies, D. (2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350 – 357.

National Center for Education Statistics. (2001). Inclusion of students with disabilities in regular education classrooms. (2002). Condition of Education Report-Section 4.

Olson, J., & Platte, J. (2000). Teaching children and adolescents with special needs(3rd ed.). Upper Saddle River: Merrill/Prentice Hall.

Olson, J., & Platt, J. (Eds.) (2001). Strategies for teaching learners with special needs. Upper

Saddle River: Merrill/Prentice Hall

Olson, J. L., & Platt, J. C. (2004). Teaching Children and Adolescents with Special

Needs (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

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

Reid, R., & Nelson, J. (2002). The utility, acceptability, and practicality of functional behavior assessment for students with high-incidence problem behaviors. Remedial and Special Education, 23(1), 15-23.

Salend, S. J. (2001). Creating inclusive classrooms: Effective and reflective practices (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Sparks, S. (2000). Classroom and curriculum accommodations for Native American students. Intervention in School and Clinic,35(5), 259-263.

Stilington, P., Clark, G., & Kolstoe, O. (2000). Transition education and services for adolescents with disabilities (3rd ed.). Boston: Allyn & Bacon.

Thurlow, M., & Johnson, D. (2000). High-stakes testing of students with disabilities. Journal of Teacher Education 51(4), 305-314. Minneapolis: University of Minnesota, National Center on Educational Outcomes.

U.S. Department of Education. (2000). To assure the free appropriate public education of all children with disabilities. Twenty-second Annual Report to Congress on the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.

Wood, J. (2002). Adapting instruction to accommodate students in inclusive settings. Upper Saddle River: Merrill/Prentice Hall.

Zirpoli, T. J., & Melloy, K. (2001). Behavior management. Upper Saddle River: Simon & Shuster.

Revised 6/2012

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