SOUTHEASTERN LOUISIANA UNIVERSITY

SPECIAL EDUCATION 495

THE EXCEPTIONAL STUDENT IN THE REGULAR CLASSROOM

3 Credit Hours

Prerequisites: Concurrent enrollment in EDUC 415, EDUC 415/484 and/or ECE 422

Course Description:

This course is designed to assist the regular classroom teacher to better understand and more effectively teach students who have special needs. Major characteristics associated with the various exceptionalities, practical strategies, and effective techniques for adapting classroom instruction and managing the behavior of groups of students are included.

Conceptual Framework:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of the Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals. Diversity is an integral part of each component, and Technology is emphasized throughout all programs in the educational unit (diversity) (technology).

Course Objectives:

By the conclusion of this course, the candidate will have knowledge and understanding of:

  1. Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. Family systems and the role of families in supporting developing. (CC: 2, K3) (CK, KL).
  2. Roles of individuals with exceptional learning needs, families, and school and community personnel in planning an individual program (CC: 10, K2) (KL, CK).
  3. Screening, prereferral, referral, and classification procedures (CC: 8, K3) (CK).
  4. Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences (CC: 3, K5) (CK, KL, PS, SM).
  5. Demands of learning environments (CC: 5, KL) (CK, KL).
  6. Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction (CC: 3, K4) (KL, CK).
  7. Laws and policies regarding referral and placement procedures for individuals with disabilities (GC: 8, K2) (CK, SM)
  8. Types and importance of information concerning individuals with disabilities available from families and public agencies (GC: 8, K3) (CK, PS).
  9. Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities (GC: 4, K3) (CK, KL, PS).
  10. Specialized materials for individuals with disabilities (GC: 4, KL) (CK, KL, PS, SM).
  11. Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world (CC: 5, K7) (CK, KL, PS).

Learner Outcomes:

By the conclusion of the course, the candidate will be able to:

  1. Use assessment information in making eligibility program and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds (CC: 8, S6) (PS, CK, KL, SM).
  2. Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities (GC: 8, S3) (CK, KL, PS, SM).
  3. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences (CC: 1, S8) (CK, KL, PS, SM).
  4. Use strategies from multiple theoretical approaches for individuals with disabilities (GC: 4, S2) (CK, KL, PS, SM).
  5. Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval (GC: 4, SI 1) (CK, KL, PS, SM).
  6. Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences (CC: 5, S13) (KL, PS)
  7. Articulate personal philosophy of special education (CC: 1, SI) CK, KL, PS, SM).
  8. Identify supports needed for integration into various program placements (CC: 5, S3) (CK, KL, PS, SM).
  9. Evaluate instruction and monitor progress of individuals with exceptional learning needs (CC: 8, S8) (CK, KL, PS, SM).
  10. Use exceptionality-specific assessment instruments with individuals with disabilities (GC: 8, S2) (CK, KL).
  11. Select and use specialized instructional strategies appropriate to the abilities and needs of the individual (be sure and address learning styles here) (GC: 7, S2) (CK, KL, SM, PS).
  12. Relate levels of support to the needs of the individual (GC: 3, SI) (CK, KL)
  13. Use strategies to facilitate integration into various settings (CC: 4, SI) (CK, KL, PS, SM).
  14. Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs (CC: 4, S3) (CK, KL, PS, SM).

Course Topics:

  • Introduction to Differentiation, Inclusion and Universal Design for Learning
  • Co-Teaching
  • Universal Design for Learning
  • Learning preferences and profiles/Individual Differences
  • Lesson planning formats
  • Flexible grouping
  • Curriculum compacting
  • Differentiated assessment
  • Other Strategies for Differentiation
  • Differentiation for special groups

Artifacts Appropriate for Portfolio:

Field experience hours

Field Experience:

Hours: 20 hours

Types:Direct teaching of students in inclusive settings

Required Unit/Program Assessment:

None

Course Evaluations:

B-I-N-G-O Culminating Activity

Mid-Term Exam

Philosophy of Inclusion Action Plan

Self Assessment Survey/Final De-briefing

KNOWLEDGE BASE

Allor, J.H., & Chard, D.J. (2011). A comprehensive approach to improving reading fluency for

students with disabilities. Focus on Exceptional Children, 43(5), 1-12.

Barnes, M. A., Raghubar, K. P., English, L., Williams, J. M., Taylor, H., & Landry, S. (2014). Longitudinal mediators of achievement in mathematics and reading in typical and atypical development. Journal of Experimental Child Psychology ,119, 1-16.

Branum-Martin, L., Fletcher, J. M., & Stuebing, K. K. (2013).Classification and Identification of Reading and Math Disabilities: The Special Case of Comorbidity. Journal of Learning Disabilities, 46(6), 490-499.

Bursick, W. D., & Damer, M. (2010). Teaching reading to students who are at-risk

or have disabilities: A multi-tier approach (2nd ed.). Merrill.

Cabell, S., & Justice, L. (2013). Improving children’s language skills through classroom

conversations. Better Evidence-Based Education, 5(2), 8-9.

Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2012).Classroom instruction that works:

Research-based strategies for increasing student achievement (2nded.). Denver, CO:

ASCD/McREL.

Denton, C.A. & Al Otaiba, S. (2011). Teaching word identification to students with reading

difficulties and disabilities, Focus on Exceptional Children, 43(7), 1-16.

Fuchs, L.S., Fuchs, D., & Compton, D. L. (2013).Intervention Effects for Students WithComorbid Forms of Learning Disability: Understanding the Needs of Nonresponders. Journal of Learning Disabilities, 46(6), 534-548.

Graham, S., Harris, K.R., & Hebert, M. (2011). It is more than just the message: Presentation

effects in scoring writing. Focus on Exceptional Children, 44(4), 1-12.

Hogan, T.P., Bridges, M.S., Justice, L.M., and Cain, K. (2011). Increasing higher level language

skills to improve reading comprehension. Focus on Exceptional Children, 44(3),1-20.

Jitendra, A.K., & Gajria, M. (2011). Reading comprehension instruction for students with

learning disabilities. Focus on Exceptional Children, 43(8), 1-16.

Morlini, I., Stella, G., & Scorza, M. (2013). Assessing decoding ability: The role of speed and

accuracy and a new composite indicator to measure decoding skill in elementary grades.

Journal of Learning Disabilities, 46(4), 52-73.

Ostad, S. A. (2013). Private speech use in arithmetical calculation: Contributory role of phonological awareness in children with and without mathematical difficulties. Journal of Learning Disabilities, 46(4), 291-303.

Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth- grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520.

Toll, S. W., Van der Ven, S. H., Kroesbergen, E.H., & Van Luit, J. E. (2011).Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44(6), 521-532.

Wagner, R.KK.,Meros, D. (2010). Vocabulary and reading comprehension: Direct, indirect,

and reciprocal influences. Focus On Exceptional Children, 43(1), 1-11.

SPECIAL EDUCATION PUBLICATION WEBSITES

Teaching Exceptional Children

Exceptional Children

CEC Today Online

Special Education/Gifted Education Journals

The Journal of Special Education

Remedial and Special Education

Intervention in School and Clinic

Journal of Learning Disabilities