Special Education 676

EDSP 676
Teaching and Transitioning Exceptional Learners in the Secondary General Curriculum

1. Catalog Entry

EDSP 676
Teaching and Transitioning Exceptional Learners in the Secondary General Curriculum

Credit hours (3)
Prerequisite: EDSP 361 or EDSP 651 and EDSP 472 or EDSP 672

Teaching and Transitioning Exceptional Learners in the Secondary General Curriculum addresses current issues and needs in instructional programming and transitioning for students with disabilities at the secondary level, including IEP development for students preparing to transition, and research-based teaching approaches. The course emphasizes teaching methods tailored to promote student academic progress and effective preparation for participation in the general curriculum and standardized assessments. The course prepares teachers to teach and remediate academic skills, study skills, learning strategies, and modification of course content to meet individual needs of students who are engaged in the general education curriculum at the secondary level. This course also addresses the development of effective transition planning for students with disabilities, including services that facilitate the success of students in post-secondary environments.

2. Detailed Description of Course

Teaching Exceptional Learners in the Secondary General Curriculum is designed to provide professional educators with the knowledge and skills necessary to implement an optimal teaching-learning environment for students with disabilities representing diverse backgrounds in the general education curriculum. Skills in this area shall contribute to:
    1) an understanding of the principles of learning, curriculum development, and the scope and sequence of the secondary
        general education curriculum;
    2) the development of individualized education plans based on coordinated, measurable annual IEP goals and transition
        services that will enable the student to meet post-secondary goals;
    3) the development of measurable post-secondary goals;
    4) the development of a Summary of Performance;
    5) an understanding of successful curriculum approaches, materials, programs, and techniques that promote transition
        education and services;
    6) the identification and development of differentiated discipline-specific (particularly reading, writing, and mathematics)
        methodologies, such as systematic instruction, multisensory approaches, learning cognitive strategies, and study skills;
    7) the development of well-planned lessons that encompass alternative ways to teach content material including
        curriculum adaptation and modifications, and that also reflect the selection and use of materials, including media,
       computers, and other educational technology to promote pupil learning;
    8) the identification of assessment measures appropriate for monitoring student progress, lesson mastery, and for
        monitoring and evaluating the attainment of IEP goals.
    9) the development of effective classroom organization.

3. Detailed Description of Conduct of Course

Instructional methods may include, but not be limited to the following: lecture, demonstration, class discussion, audio and/or visual presentations, simulations/role playing, assigned readings, lesson preparation and presentation, small group problem solving activities, free-writing during and after class, and observations and activities in public school classrooms.

4. Goals and Objectives of the Course

Upon completion of this course, learners will be able to:
    1) Apply theoretical approaches and research-based strategies for the development of curriculum and instructional
        practices for children with disabilities (ISCI3K1, IGC5S2, VPS2, VGC2b)
     2) Plan curriculum and implement instruction based on an understanding of national, state, and local standards, the scope
        and sequence of the general and special curricula, and classroom organization (ISCI3K2, ISCI3K3, IGC5K1, ISCI3S1, VPS2,
        VC2b, VGCB2b)
    3) Use technology for planning and managing the teaching and learning environment (ISCI3K4, VGCB2b)
    4) Incorporate and implement instructional and assistive technology into the educational program, and recognize uses of
        technology, and seeks out technology at postsecondary settings that shall aid the student in their education, work, and
        independent living (ISCI5S7, IGC2S3, IGC5S7, VGCB2a, VGCB3a(3), VPS2)
     5) Develop and implement comprehensive individualized educational programs in collaboration with team members,
        including varying professionals, the individual student as a self-advocate and the family (ISCI5S1, ISCI5S2,
        ISCI2S8, VGCB2a, VGCB3a(1))
    6) Make decisions about individual student programs, learning objectives, curriculum, accommodations, placement, and
        teaching methodology based upon an understanding of the student’s characteristics and individual needs (ISCI5S15,
        ISCI5S5, VGCB2a)
    7) Demonstrate the use of assessment, evaluation and other information to develop and implement individual educational
        planning and group instruction with students with disabilities accessing the general curriculum at the secondary level
        (ISCI5S21, VGCB2a)
    8) Evaluate, select and use research-supported methods and specialized instructional strategies for academic and
        nonacademic instruction for students with disabilities at the secondary level (IGC5S1, IGC5S23, IGC5K3, VPS2)
    9) Prepare and implement lesson plans with consideration of individual student needs and characteristics including age,
        ability, culture, language, and gender (ISCI5S8, ISCI5S76, IGC5S12, IGC4S24, VPS2, VGCB2b)
    10)Provide explicit instruction and remediate deficits in reading skills, math calculations and applications, and written
        composition (IGC5S15, IGC5S4, IGC5S16, IGC5S14, IGC5K6, IGC5S5, VGCB2, VPS2)
    11)Teach individuals with disabilities to use effective thinking processes, problem-solving skills, study skills, test-taking
        strategies, and other cognitive learning strategies to meet their needs (IGC5S11, ISCI5S14, IGC5S3, IGC5K2, IGC5K7,
        ISCI5S16, IGC5K5, VPS2, VGCB2)
    12)Design, implement, and evaluate instructional programs and grouping techniques that enhance social participation and
        life skills across environments (IGC7S8, ISCI3S7, ISCI5S18, VGCB2)
    13)Demonstrate knowledge of self-determination and self-advocacy skills that lead to self-determined behaviors, such as
        person-centered planning strategies, effective communication and social skills (ISCI2S8, IGC5S28, VGCB3)
    14)Demonstrate knowledge of resources, services, agencies, and techniques that assist in transitioning individuals with
        disabilities into post school environments including a basic understanding of Social Security Income benefits planning,
        work incentive, Medicaid, and community independent living (IGC5S8, ISCI5S18, IGC5K9, IGC5S27, VGCB3)
    15)Demonstrate the ability to prepare students and work with families to provide successful student transitions throughout
        the educational experience to include postsecondary training, employment, and independent living that addresses an
        understanding of long-term planning, vocational assessments, career development, life skills, community experiences
        and resources, self-advocacy, and self-determination, age of majority, guardianship and legal considerations
        (VGCB3a, IGC5S25)
    16)Develop skills in consultation, case management, and collaboration for students with varying degrees of disability
        severity, including the ability to coordinate service delivery with general educators, related service providers, and other
        providers, and the ability to coordinate and facilitate meetings involving parents, students, outside agencies, and
        administrators (ISCI7K1, VGCB3a, 1a, d)
    17)Recognize and plan for individual student potential and their capacity to meet high academic, behavioral, and social
        expectations and the impact of academic and social success on personal development (ISCI1K11, VGCB3a(4))

5. Assessment Measures

Assessment measures may include, but are not limited to, the following:  performance based assessments/course projects, including lesson design and presentation, and IEP development for students at the secondary level.

The IEP Assignment is a CAEP Candidate Performance Assessment.

6. Other Course Information


Review and Approval

April 18, 1994

Fall 1997

April 09, 1998

October 05, 2001

November 08, 2002

December 22, 2009

May 11, 2015