EDSP 476

EDSP 476: Teaching and Transitioning Exceptional Learners in Inclusive Secondary Education

Prerequisites: EDSP 361 or departmental approval. 

Credit Hours: (3)

This lecture course addresses current issues and needs in instructional programming and transitioning for students with disabilities in grades 6 through 12, including IEP development for students preparing to transition, and research-based teaching approaches in an inclusive general education classroom. The course also emphasizes specially designed instruction that addresses academic progress and provides effective preparation for inclusive participation in the general curriculum and standard-based 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 general and adapted curricula at the middle and secondary level.

 

Detailed Description of Content of Course

This course 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 and adapted curricula. Skills in this area shall contribute to:

• an understanding of the principles of learning, curriculum development, and the scope and sequence of the secondary general and special curricula;
• 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;
• the development of measurable post-secondary goals and a Summary of Performance;
• an understanding of successful curriculum approaches, materials, programs, and techniques that promote transition education and services;
• the identification and development of differentiated discipline-specific content;
  the application of methodologies, such as systematic instruction, multisensory approaches, learning cognitive strategies, and study skills;
• 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 and online technologies to promote pupil learning;
• the identification of appropriate assessment measures or monitoring student progress, lesson mastery, and for monitoring and evaluating the attainment of IEP goals; and
• the development of effective classroom organization.

 

Detailed Description of Conduct of Course

Instructional methods may include, but are not 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.

 

Student Learning Outcomes

Upon completion of this course, learners will be able to:

1. Plan curriculum and implement instruction based on an understanding of national, state, and local standards, scope and sequence, and classroom organization including graduation requirements and diploma options.
2. Plan, incorporate, and implement instructional, assistive, and online learning technologies into the educational program, and support use of technologies in postsecondary settings to aid students in education, work, and independent living
3. 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 for both academic and functional needs, that also meets the regulatory requirements.
4. 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
5. Demonstrate the use of a variety of assessments, evaluations, and other information to develop and implement individual educational planning and group instruction with students with disabilities accessing general and adapted curricula at the secondary level including standardized and non-standardized data methods. Collection techniques include but are not limited to task analysis, observation, portfolios, and curriculum-based measures.
6. Evaluate, select and use theoretical approaches, research-supported online and face-to-face methods, and specialized instructional strategies for academic and nonacademic instruction for students with disabilities at the secondary level
7. Prepare and implement lesson plans with consideration of individual student needs and characteristics including age, ability, culture, language, and gender
8. 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
9. Design, implement, and evaluate instructional programs and grouping techniques that enhance social participation and life skills across environments
10. 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
11. 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
12. Demonstrate the ability to prepare students and work with families to provide successful student transitions throughout the educational experience to include postsecondary education, training, employment, and independent living with 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
13. Develop skills in consultation, case management, and collaboration for students with disabilities of varying 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
14. Demonstrate knowledge of individual students’ potential and their capacity to meet high academic, behavioral, and social expectations in instruction and program planning and recognize the impact of academic and social success on personal development.
15. At the secondary level apply knowledge of the eligibility process, legal, and regulatory requirements (including but not limited to timelines, components, team composition, roles and responsibilities) to develop and implement comprehensive Individualized Educational Programs in collaboration with team members, including varying professionals. 

 

Assessment Measures

Assessment measures may include, but are not limited to, performance-based assessments, course projects, lesson plans, presentations, and IEP development for students at the secondary level beginning with the first IEP when transition is addressed.

 

Other Course Information

None

 

Review and Approval

January 2023

March 7, 2024