Upon successful completion of this course, the student will be able to:
InTASC, Course, and Module-Level Objectives
InTASC Professional Standards In this course, students will meet the following InTASC standards:
Standard 1: Learner Development 1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning. 1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. 1(h) The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development. 1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning. 1(j) The teacher takes responsibility for promoting learners’ growth and development. 1(k) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
Standard 2: Learning Differences 2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs. 2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs. 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth. 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs. 2(j) The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values. 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential. 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. 2(n) The teacher makes learners feel valued and helps them learn to value each other.
Standard 3: Learning Environments 3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. 3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. 3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment. 3(l) The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments. 3(n) The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments. 3(o) The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning. 3(p) The teacher is committed to supporting learners as they participate in decision-making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning. 3(q) The teacher seeks to foster respectful communication among all members of the learning community. 3(r) The teacher is a thoughtful and responsive listener and observer.
Standard 7: Planning for Instruction 7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards and are relevant to learners. 7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. 7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. 7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs. 7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs. 7(m) The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations). 7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction. 7(o) The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community. 7(q) The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
Standard 9 Professional Learning and Ethical Practice 9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse). 9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. 9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice. 9(o) The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Standard 10 Leadership and Collaboration 10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. 10(e) Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well-being. 10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice. 10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners. 10(m) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning. 10(n) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to- face and virtual contexts. 10(o) The teacher knows how to contribute to a common culture that supports high expectations for student learning. 10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals. 10(r) The teacher takes the initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
CO-1 Explain historical perspectives, models, theories, philosophies, and trends that provide the basis for exceptional education practice. CO-2 Explain foundational laws and procedures that govern special education including the Individuals with Disabilities Education Act, the Individuals with Disabilities Education Improvement Act, Section 504 of the Rehabilitation Act, and current legislation.
CO-3 Compare and contrast the Response to Intervention (RTI) and discrepancy models, including the role of the teacher and approaches to implementing interventions with students. CO-4 Describe the role of data-based decision making and evidence-based practices in RTI and in instruction for gifted students and students with disabilities in general. CO-5 Describe features of Universal Design for Learning and High-Leverage Practices that make general education accessible to all learners, including gifted students and those with disabilities. C0-6 Summarize key components of the Individualized Education Plan (IEP) as required by law. CO-7 Describe and analyze the components of an IEP and 504 plans. CO-8 Write properly formatted IEP goals applying the SMART standards. CO-9 Describe and differentiate between accommodations and modifications used in IEPs and 504 Plans. CO-10 Explain the identification process for exceptional learners, including the special education team, IEPs,504 Plans, FAPE, LRE. CO-11 Explain how general and special educators are responsible for ensuring that students with disabilities have access to appropriate accommodations and modifications at school. CO-12 Devise strategies for guiding students in the transition process between schools, through adulthood in preparation for career and independent living.
CO-13 Compare typical patterns of development and characteristics of children and youth with exceptionalities through transition to post-secondary/independent living relative to age, severity, and differences in each developmental domain (cognitive, linguistic, physical, psychomotor, social, emotional). CO-14 Explain key characteristics of exceptional students as identified by the IDEA categories of disability.
CO-15 Describe the dynamic influence of the family, culture and related environmental systems pertinent to the education of students with exceptionalities. CO-16 Identify techniques to communicate with families of exceptional children. CO-17 Analyze models for collaboration, co-teaching, and consultation. CO-18 Explain the ethical issues and the practice of accepted standards of professional behavior. CO-19 Explain the responsibilities of general and special educators in regard to ensure proper IEP implementation and progress within the general education curriculum for students with disabilities.
1.2 Analyze how the history of special education, including key court cases, has shaped its development and current status. 1.3 List the provisions in federal legislation that establish current special education and related policies and practices. 1.4 Describe the students who receive special education services. 1.5 Explain the role of parents and families in the education of children with disabilities. 1.6 Analyze critical topics currently influencing the field of special education.
2.1 Describe the roles and responsibilities of the special educators, related services professionals, general education teachers, and other individuals who contribute to the education of students with disabilities. 2.2 Outline the steps that must be followed in order to determine whether a student should receive special education, from first awareness of a potential problem through eligibility determination and reviews of the student’s educational plan. 2.3 Clarify the purpose of an individualized education program (I E P) and specify the information that it must contain. 2.4 Describe the range of settings in which students with disabilities may receive special education services. 2.5 Discuss the options for resolving serious disagreements between school professionals and parents of children with disabilities regarding special education services. 2.6 Analyze issues related to special education professionals and procedures. 2.7 Develop IEP goals.
3.1 Describe what collaboration is and why it is critical in providing special education services to students with disabilities. 3.2 Analyze how the essential components of collaboration—including beliefs, personal prerequisites, communication skills, interaction processes, programs or services, and context—contribute to its effectiveness in educational settings. 3.3 Outline collaborative practices on behalf of students with disabilities that are common in today’s schools, including teaming, co-teaching, and consultation. 3.4 Discuss the role of collaboration in working with parents and family members. 3.5 Describe issues related to collaboration in special education.
4.1 Define specific learning disabilities and developmental delays, explain their prevalence, and causes, and outline the development of the learning disabilities field. 4.2 List characteristics of individuals with learning disabilities. 4.3 Explain both traditional and contemporary approaches for identifying students with specific learning disabilities. 4.4 Analyze Tiers of Intervention for RTI/ITM. 4.5 Outline how students with specific learning disabilities receive their education. 4.5 Describe recommended educational practices for students with specific learning disabilities. 4.6 Explain the perspectives and concerns that parents and families of students with specific learning disabilities may have. 4.7 Identify trends and issues influencing the field of learning disabilities.
5.1 Define attention-deficit/hyperactivity disorder (ADHD), explain its prevalence, and causes, and outline its development as a recognized special need. 5.2 Describe characteristics of individuals with attention-deficit/hyperactivity disorder. 5.3 Explain how ADHD is identified. 5.4 Outline how learners with attention-deficit/hyperactivity disorder receive their education. 5.5 Describe recommended interventions and educational practices for students with ADHD. 5.6 Explain the perspectives and concerns that parents and families of students with attention-deficit/hyperactivity disorder may have. 5.7 Identify trends and issues influencing the field of ADHD.
6.1 Define emotional and behavior disorders (EBD), explain their prevalence, and causes, and outline the development of the EBD field. 6.2 Describe characteristics of individuals with emotional and behavior disorders. 6.3 Explain how emotional and behavior disorders are identified. 6.4 Outline how students with emotional and behavior disorders receive their education. 6.5 Describe recommended educational practices for students with emotional and behavior disorders. 6.6 Explain the perspectives and concerns that parents and families of students with emotional and behavior disorders may have. 6.7 Identify trends and issues influencing the field of emotional and behavior disorders.
7.1 Outline the development of the field of intellectual disability, define current terminology related to this disability, and explain the prevalence and causes of it. 7.2 Describe characteristics of individuals with intellectual disability. 7.3 Explain how intellectual disability is identified. 7.4 Outline how learners with intellectual disability receive their education. 7.5 Describe recommended educational practices for students with intellectual disability. 7.6 Explain the perspectives and concerns that parents and families of students with intellectual disability may have. 7.7 Identify trends and issues influencing the field of intellectual disability.
8.1 Outline the development of the speech and language disorders field, define speech and language disorders, and explain their prevalence and causes. 8.2 Describe characteristics of individuals with speech and language disorders. 8.3 Explain how speech and language disorders are identified. 8.4 Outline how learners with speech and language disorders receive their education. 8.5 Describe recommended educational practices for students with speech and language disorders. 8.6 Explain the perspectives and concerns that parents and families of students with speech and language disorders may have. 8.7 Identify trends and issues influencing the field of speech and language disorders.
9.1 Outline the development of the field of autism spectrum disorder, define this disorder, and identify its prevalence and causes. 9.2 Describe the characteristics of individuals with autism spectrum disorder. 9.3 Explain how autism spectrum disorder is identified. 9.4 Discuss how students with autism spectrum disorder receive their education. 9.5 Outline recommended educational practices for students with autism spectrum disorder. 9.6 Summarize the perspectives and concerns of parents and families of students with autism spectrum disorder. 9.7 Identify issues and trends affecting the field of autism spectrum disorder, including assessment, diagnosis, and prevalence; the evidence base for interventions; and limited availability of adequate professional preparation programs.
10.1 Outline the development of the field of deaf education, define deafness and hearing loss, outline their prevalence, and explain their causes and types. 10.2 Describe characteristics of individuals who are deaf or hard of hearing, including the impact of hearing loss on language and academic skills, social interaction opportunities, and career attainment. 10.3 Discuss how hearing loss is identified. 10.4 Identify the educational settings in which students who are deaf or hard of hearing receive services and analyze the advantages and disadvantages for them in general education classrooms. 10.5 Explore recommended educational practices for students who are deaf or hard of hearing. 10.6 Consider the perspectives of the parents and families of a child who is deaf or hard of hearing. 10.7 Identify trends influencing the field of deaf education.
11.1 Outline key events in the history of educating students with visual impairments, define terms related to visual impairment, and describe the causes and prevalence of visual impairments. 11.2 Describe characteristics of students with visual impairments. 11.3 Explain the unique aspects of assessment and the identification process for students with visual impairments. 11.4 Explain how students with visual impairments receive their education. 11.5 Describe best practices for educating students with visual impairments. 11.6 Explain concerns sometimes voiced by parents and families of students with visual impairments. 11.7 Identify significant issues in educating students with visual impairments.
12.1 Outline the development of understanding of and services for orthopedic impairments, traumatic brain injury, and other health impairments, collectively referred to as physical and health disabilities, and explain the prevalence of these disabilities. 12.2 Describe characteristics of individuals with physical and health disabilities. 12.3 Explain how physical and health disabilities are identified. 12.4 Outline how students with physical and health disabilities receive their education. 12.5 Describe recommended educational practices for students with physical and health disabilities. 12.6 Explain the perspectives and concerns that parents and families of children with orthopedic impairments, other health impairments, and traumatic brain injury may have. 12.7 Identify trends and issues influencing the field of physical and health disabilities.
13.1 Summarize the development of the field of extensive support needs, also referred to as severe and multiple disabilities, explain what extensive support needs are and outline their prevalence and causes. 13.2 Describe characteristics of students with extensive support needs. 13.3 Explain key concepts related to identifying students with extensive support needs that go beyond using labels to characterize this population. 13.4 Outline how students with extensive support needs receive their education and how inclusive practices have significantly changed these approaches. 13.5 Discuss recommended educational practices for students with extensive support needs. 13.6 Explain the perspectives and concerns that parents and families of students with extensive support needs may have. 13.7 Outline trends and issues affecting the field of extensive support needs.
14.1 Outline the development of the field of gifted education, define giftedness, and explain the prevalence and determining factors of giftedness. 14.2 Describe the intellectual, academic, social, and emotional characteristics of individuals who are gifted and talented. 14.3 Explain how students who are gifted and talented are identified. 14.4 Outline how learners who are gifted and talented receive their education. 14.5 Describe recommended educational practices for students who are gifted and talented. 14.6 Explain the role of parents and families in the talent development of students who are gifted. 14.7 Identify trends and issues influencing the field of gifted education.
15.1 Reflect upon learning in EDU 250. 15.2 Submit final e-portfolio. 15.3 Apply learning from EDU 250 to an analysis of Expecting Adam by Martha Beck.