Special Education 464

EDSP 464: Introduction to Students Who Access Adapted Curriculum

Prerequisites: EDSP 360 or EDSP 361 and a minimum 2.5 GPA

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. 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 uses of research-based practices are integrated throughout the course.


Detailed Description of the Course

Provides knowledge of definitions, characteristics, and 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;
•    Other health impaired;
•    Traumatic brain injury; and
•    Multiple disabilities.

Knowledge of characteristics shall include:

•    Age-span/developmental issues;
•    Levels of severity;
•    Cognitive functioning;
•    Language development;
•    Emotional and behavioral adjustment
•    Social development;
•    Medical aspects; and
•    Cultural/ethnic and socioeconomic factors.

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 in this class address NCATE Standard 2 Development and Characteristics of Learners Objectives below also include the following standards:
•    Council for Exceptional Children [CEC]Common Core and Licensure area specific Knowledge and Skill Standards in Standard #1: Foundations (CC1), Standard #2: Development and Characteristics of Learners (CC2), Standard #3 Individual Learning Differences,  Standard #5: Learning Environments and Social Interactions (CC5), Standard #8: Assessment, Standard #9: Ethical and Professional Practice
•    Virginia Special Education: Adapted Curriculum requirements in Characteristics (VAC1b2)
•    Family systems and the role of families in the educational process. (ICC1K7)
•    Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. (IC1K2, VACb12)
•    Continuum of placement, programs, and services available for individuals with disabilities including principles of normalization and concept of least restrictive environment (IC1K6, IC1K4, VACb11, VACb12)
•    Laws and policies related to provision of specialized health care interventions in educational settings which includes complications and implications of medical support services and etiologies and medical aspects of conditions affecting individuals with disabilities (types and transmission routes of infectious disease) (IC3K,IC1K5 ,IC2K3, IC2K5, IC5K1, VACb1)
•    Etiology and diagnosis related to various theoretical approaches. (IC2K2)
•    Impact of sensory impairments, physical and health disabilities on individuals, families, and society. (IC2K1, VACb1))
•    Psychological and social-emotional characteristics of individuals with disabilities. (IC2K4, VACb2))
•    Impact disabilities may have on auditory and information processing skills. (IC3K2)
•    Impact of multiple disabilities on behavior.( IC3K3, VACb2)
•    Levels of support relate to the needs of the individual. (IC3S1)
•    Specialized terminology used in the assessment of individuals with disabilities. (IC8K1)
•    Laws and policies regarding referral and placement procedures for individuals with disabilities. (IC8K2)
•    Participate in the activities of professional organizations relevant to individuals with disabilities. (IC9S1, VACb11)
•    Ethical responsibility to advocate for appropriate services for individuals with disabilities. (IC9S2, VACb11)  

Assessment Measures
•    Formal written examinations
•    Daily class participation
•    Field-based observations in schools and community with journal entries (NCATE performance task)
•    Weekly written reflections on current trends and issues related to disability culture and practices
•    Other measurements

Other Course Information



Review and Approval:

Sept.  2001    Reviewed     Alice Anderson

Course title change and syllabus change    Kenna Colley and Liz Altieri

July, 2010