About EDSP 224 B

Students apply principles of learning and social development to improve academic and social skills of all individuals with a focus on those who present academic and behavioral challenges. Prerequisite: Instructor permission.

Notes

Sp.Ed. Minors or Graduate Students only, or permission; Course has online component, will not meet on campus during selected weeks--dates TBA

Section Description

This section is designed for graduate students and students seeking endorsement as special educators. This course will be delivered remotely. Most weeks the class will meet at the scheduled meeting time utilizing Microsoft Teams and some weeks will involve independent asynchronous work. A schedule of class meetings will be available prior to the first week of classes. Special Education and General Education teachers must be prepared to design and implement research-based instruction to support student achievement in inclusive settings. This course will explore research-based practices to foster inclusion of children with disabilities in general education classrooms. The course has a primary focus on students with moderate to severe disabilities, however practices explored will address the learning needs of a wide range of students. The content addressed includes the following: Learner Development and Individual Learning Differences (CEC 1): Utilizing a case study approach, students will become knowledgeable about planning for individual student needs. Additionally, students will learn how to write an Individualized Education Plan crafting goals and objectives to inform instruction, services and accommodations in general education classrooms. Learning Environments (CEC 2): Students will explore recent developments in neuroscience as it relates to creating engaging learning environments and including students with difficulties with attention, executive function and behavior. Additionally, students will consider different models for service-delivery including collaborative approaches to instruction and multi-tiered systems of intervention. Furthermore, students will learn about the principles of Universal Design for Learning and how to use these principles to design instruction aligned with Common Core Standards and accessible to all students. Individualized Instructional Planning /Foundational and Content Knowledge (CEC 3 and 5): Students will learn about and implement research-based instructional strategies related to designing effective interventions for students with moderate to severe disabilities. Topics will include differentiated instruction, curriculum modification, universal design for learning, prompting, Common Core standards, direct instruction and grouping strategies. Students will learn about language and communication development with specific regard to augmentative and alternative communication and visual supports. Students will also research assistive technology tools to enhance communication. Students will learn how to gather assessment information through ecological inventories and task analysis, as well as observational tools. Additionally, students will learn how to incorporate frequent progress-monitoring and curriculum-based assessment as it relates to the IEP and intervention. Ethical Practice (CEC 6): Students will consider the ethical principles that underlie provision of IDEA including culturally responsive practice and effective collaboration with families and other school professionals to ensure positive outcomes for children with disabilities. Collaboration (CEC 7): Students will learn and practice elements of collaborative teaming while working in small groups to complete class projects.

Section Expectation

1. Be present: You are an important part of this classroom community. Attending class will not only be essential for your own learning and success in the course, but will enrich the experiences of classmates as well. 2. Use Person-first language in all class discussions and assignments. I.E. Person with a disability 3. Respect the learning of peers by monitoring your participation, welcoming a diverse range of perspectives, being a team player and silencing cell phones. 4. Be prepared and Engaged: You will get the most out of this course if you complete weekly readings, submit assignments on time, and listen to audio PowerPoints prior to class and come to class ready to discuss, ask questions and apply what you are learning.

Evaluation

Class participation/In-class assignments/Team Time/Discussions: Students are expected to be prepared each week through completion of pre-class assignments and readings. Weekly points will be assigned for completion of in-class tasks for face to face class sessions along with engagement in discussion boards. One feature of this course will be a routine of "Team Time/PLC's"-there will be activities students will complete within teams while in class and at times out of class. Case Study Portfolio and Reflection: Throughout the course you will be applying concepts learned related to designing inclusive learning environments to a case study of your choosing from the options made available. Your completed case study will contain: IEP at a Glance, Unit Overview, Ecological Assessment, Teacher Talk sheet for the unit, Co-Taught lesson plan, Participation Plan, a completed visual support with description and explanation and at least 1 adapted material for the unit. These materials will be accompanied by a 1-2 page reflection on your preparedness to adapt classroom instruction to the needs of students with moderate to severe disabilities. IRIS CENTER STAR LEGACY MODULES: Funded by OSEP (Office of Special Education Programs), the Iris Center based out of Vanderbilt University has developed a variety of professional development resources to support the preparation of special education teachers. Their main objective is "to create and infuse resources about evidence-based instructional and intervention practices into preservice preparation and professional development programs." Using adult learning theory, the STAR LEGACY Modules provide an alternative interactive learning platform, which "make information on evidence-based practices more accessible and easier to learn…" Students will be assigned web-based interactive learning modules to deepen awareness and knowledge of course content and concepts. It is expected that students will fully complete each section of the module. Modules typically take between 1-2.5 hours to complete. After completion of the module, students are a peer and self assessment on Blackboard. Questions that are posed at the end of the learning module will be included in this open-notes quiz. After completion of the quiz, you will self-grade yours and a peers quiz using provided model answers and criteria for scoring. IEP (Individualized Education Plan): Students will create a sample IEP based on a case-study profile distributed in class. Details regarding this assignment will be distributed separately. Instruction on writing each section of the IEP will be provided in class prior to students completing this assignment independently. Technology I-Search Presentation: A collaborative, inquiry-based research project where individuals investigate a the use of assistive technology to support inclusion in the classroom utilizing the SETT framework and a provided case study individual. Mid-Term and Final Assessment: There will be two take home assessments to measure integration of course content. These are to be completed individually.

Course Dates

to

Location

Lafayette Hall L302 (View Campus Map)

Times

to on Thursday

to

Location

Online (View Campus Map)

Important Dates

Note: These dates may change before registration begins.

Note: These dates may not be accurate for select courses during the Summer Session.

Deadlines
Last Day to Add
Last Day to Drop
Last Day to Withdraw with 50% Refund
Last Day to Withdraw with 25% Refund
Last Day to Withdraw

Resources

    There are no courses that meet this criteria.