EDSP 464: Introduction to Students Who Access Adapted Curriculum
Prerequisites: EDSP 360 or EDSP 361
Credit Hours: (3)
Emphasis is on the psychological, educational, medical, functional, and sociological
characteristics of persons classified as having intellectual disability and severe,
multiple cognitive and physical or sensory disabilities. These are students whose
cognitive impairments or adaptive skills require adaptations to the general curriculum
and whose functional skills are significantly different from those of typically developing
peers. Major topics include causes and prevention of intellectual and developmental
disability, assessment procedures for identification and instruction, physical and
sensory disabilities, educational program planning, student and family involvement
and current issues and trends in the field. Collaboration with families and other
professionals, culturally sensitive education, and the use of research-based practices
are integrated throughout the course.
Note(s): Cultural or Behavioral Analysis designated course.
Detailed Description of the Course
Participants will gain an understanding of definitions, characteristics (including medical and health conditions), learning and behavioral support needs of students with disabilities who are accessing adapted curriculum at the elementary, middle, and high school levels, including but not limited to, students with:
•Intellectual disability;
•Developmental disability;
•Autism;
•Traumatic brain injury; and
•Multiple disabilities.
Knowledge of characteristics shall include, but shall not be limited to, the following topics:
•Levels of severity and supports;
•Cognitive functioning;
•Language development and communication;
•Social and behavioral characteristics and interactions;
•Medical and sensory needs;
•Historical and legal perspectives.
Detailed Description of Conduct of Course
This course is conducted through lecture, demonstration, simulation, use of media and a variety of readings, with in-class discussion, in-class activities and group and individual projects. Field-based activities will include systematic observations in the schools and community with a targeted individual.
Goals and Objectives of the Course
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation
Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in
this course cover competencies for the Individualized General Curriculum and Individualized
Independence Curriculum.
1. The causes, diagnoses, characteristics (which might include sensory, social-emotional, psychological, physical and/or health issues), and implications of various disabilities on students who will participate in an adapted curriculum and their families.
2. The historical perspectives, major legislation, and current issues related to students with disabilities.
3. The continuum of placement, programs, services, and supports available for individuals with disabilities including principles of normalization and the concept of least restrictive environment.
4. The ethical responsibility to advocate for appropriate services for students with disabilities.
5. The eligibility and IEP development processes including legal and regulatory requirements for referral, timelines, components, team composition, roles and responsibilities of school personnel and families in the educational process.
6. The impact of disabilities on behavior, communication, information processing, and social interactions in educational settings.
7. The complications and implications of medical support needs and services affecting individuals with disabilities.
8. The impact of disability on self-determination and self-advocacy, and how to support the development of those skills in students.
9. How the levels of support relate to the barriers to accessibility and the needs and acceptance of the individual.
Assessment Measures
•Formal tests and/or quizzes to assess mastery of course goals
•Daily class participation
•Projects and presentations
•Field-based observations in schools and/or community with journal entries and reflections.
•Reflective and professional writing
•Other assignments as deemed appropriate
Other Course Information
None
Review and Approval:
Sept. 2001 Reviewed Alice Anderson
Course title change and syllabus change Kenna Colley and Liz Altieri
July, 2010
March 01, 2021