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EDSP 466

I. Course Title: Teaching Students with Individualized Adapted Curriculum

II. Course Number: EDSP 466

III. Credit Hours: 3 credits

IV. Prerequisites: EDSP 464, 2.5 GPA.

V. Course Description: 

Provides prospective teachers with the skills and knowledge necessary to design, implement, and evaluate individualized educational programming for K-12 students with disabilities who require individualized adapted curriculum goals. The course includes assessment strategies, curriculum models, teaching methods, and instructional materials.

VI. Detailed Description of Content of the Course:

Provides prospective teachers with the skills and knowledge necessary to address the instructional needs of students with disabilities (K-12) whose cognitive impairments or adaptive skills require adaptations to the general curriculum and whose functional skills are significantly different from typically developing peers, and who, therefore, require adaptations to the general curriculum for an appropriate education. Typically, these students have significant intellectual disability and other disabilities including autism, cerebral palsy, brain injury and/or sensory impairments, and require extensive supports to meet their complex needs.  Educational planning and program content for elementary, middle and secondary levels is addressed, and emphasis is on the provision of services in inclusive settings. Topics include assessment strategies and tools, curriculum models, development of the PLOP as the foundation for the IEP, evidence-based systematic instructional strategies, adaptation of instructional materials, and assistive technology. Emphasis is on the development of early and emergent literacy and numeracy skills, functional skills, social skills and self-determination. 

VI. 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 performance-based applied projects with a target student with disabilities who requires modified or adapted curriculum. Guest lectures by professionals who work with students with complex needs will be included. Field-based activities will include systematic observation and instruction and data collection in the school with a targeted student with a disability.

VII. 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 Independence Curriculum. 

Having successfully completed this course, the student will be able to:

  1. Engage in curriculum development and implementation based on K-12 grade level academic content standards and curriculum scope and sequence
  2. Use and apply differentiated instructional methodologies including systematic instruction to deliver and assess instruction targeted to students’ individual needs in academic, communication, social, functional/life and self-determination skills.
  3. Develop reading and writing unit and lesson plans using evidence-based strategies for students in individualized adapted curriculum. Instructional design will convey an understanding of the complex nature of language acquisition, reading and writing, and address the need for instruction in the skills of reading and comprehension, the appreciation of literature, and the ability to use reading to participate in function activities and routines.
  4. Develop math unit and lesson plans using evidence-based strategies for students in individualized adapted curriculum. Instructional design will convey an understanding of the complex nature of numeracy acquisition and the sequential nature of mathematics, and address the need for instruction in the big ideas and specific skills and strands of mathematics, and the use of mathematics for problem solving.
  5. Design and use curriculum adaptations, curriculum modifications and assistive and instructional technology tools to promote the successful academic and social inclusion of students with significant needs.
  6. Use a variety of assessment tools and data collection strategies to create an expanded PLOP and to guide the development, implementation and monitoring of the individualized education plan.
  7. Understand effective strategies for working with paraprofessionals, including relationship-building, supervising, and enhancing their knowledge and skill base.
  8. Promote the potential and capacity of individual students with significant disabilities, and create age-appropriate, high expectations for learning and school and community inclusion.

VIII. Assessment Measures:

The student will:

  • Engage in systematic observation tasks to gather new assessment information – observation, interview, ecological assessment.
  • Develop an updated and expanded functional level of performance for the IEP and revise/develop one goal based on data gathered through assessment activities.   Design, implement and evaluate an individualized systematic instructional plan using evidence-based practice.
  • Develop adapted instructional materials for literacy and mathematics
  • Complete other tasks and activities as assigned.

 

Other Course Information

None

 

Review and Approval

September 2001                  Alice Anderson

2008 New title    Rachel Janney

Spring 2010    Course Revision    Liz Altieri

Fall 2019 Course Revision Liz Altieri

Fall 2021 Prerequisite Change Leslie Daniel

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