KUTZTOWN UNIVERSITY

KUTZTOWN, PENNSYLVANIA

Department of Special Education

College of Education

I. Course Description: Course Prefix, Number and Title

SPU 320 Special Education Processes and IEP Development

This course relates to the nature, design, analysis, and application of curriculum components for K-8 students with mental/physical disabilities. An in-depth study of assessment based instruction and development of the Individualized Education program will be provided. Specific attention will be given to planning and implementing appropriate individualized instruction for identified students with special needs and to support identified students in the general classroom. Monitoring student progress through data collection will also be addressed. 3 s.h. 3 c.h. Prerequisite: SPU 318.

II. Course Rationale

Current federal and state legislation requires all special education students have a formal, individualized program of study. Given the unique needs of students eligible for special education services, constructing individualized programs and IEPs is critical for the pre-service teacher. Additionally, the pre-service teacher needs exposure to and experience in data collection and progress monitoring of student learning.

III. Course Objectives

Objectives / Standard
KU Concept / PDE / CEC / INTASC
  1. Provide high-quality and well-defined instruction in a whole class structure in orderto demonstrate learning connections and learning strategies
/ I. / V.A1 / GC4S3
GC4S10 / 1d
8j
  1. Instruct small groups and provide a differentiated instruction period in the general education classroom.
/ I. / V.A2 / CC4S3
GC7S2 / 8a
  1. Model the learning and instructional strategies portion of “core curriculum” withprioritized content specified in the district curriculum and specific core strategiesselected at each grade level.
/ I.
II.5 / V.A3 / CC7K2
CC7S6 / 7a,g
  1. Implement strategic instruction in addition to core instruction.
/ I.
II.5 / V.A4 / CC7K2
CC7S6 / 7a-c, g
8a, d, l, s
  1. Provide explicit instruction and guided practice in targeted, key areas for studentswho show evidence of falling behind.
/ I.
II.5 / V.A5 / GC4K4
GC7K3 / 1a, d, j
2b, l
7j, l
  1. Demonstrate the direct relationship between IEP development, implementation andprogress monitoring to the general education curriculum via academic standardsand anchors.
/ I.3 / V.A7 / CC7K3
CC7S1
CC7S6 / 7b, f
10a-c
  1. Demonstrate the direct relationship between assessment-present educational levelsand the IEP goals and specially designed instruction, as measured by progressmonitoring data.
/ I.3 / V.A8 / CC7S4
CC8S6
CC8S8
CC8S9 / 6a, c, g, l
  1. Demonstrate present educational levels in a more detailed narrative form, ensuring the inclusion of progress monitoring data in a standards aligned curricula benchmark-based information described that represent the student’s learning.
/ I.1 / V.A9 / CC8S10 / 6n, o, r
  1. Demonstrate that the impact of accommodations that is directly related to assessmentinformation and includes items that the student needs across all settings.
/ I.
II.3,4, 5 / V.A10 / CC8K5
CC8S4/9
GC8S3 / 6h,p, u
  1. Demonstrate how accommodations are to be implemented by all teachers who teach the student, realizing it is not specific to a subject, but related to a student’s skills deficits.
/ I.
II.3 / V.A11 / CC7S1
CC8K5 / 2a-b
8s
  1. Demonstrate the IEP is not a lesson plan or curriculum; it provides a detailedoutline of what the student needs to be successful in the general educationcurriculum.
/ I. / V.A12 / CC7S6 / 7a-c, p
8d
  1. Identify core concepts of development that are evidence-based in order to contribute toeffective program planning and IEP development.
/ I.
II.1 / II.A8 / CC2K1-2
GC3S1
CC7K1 / 1a-b, d-e
7k
  1. Identify and demonstrate an understanding of learning differences and reflectthese differences in Individual Education Plans.
/ I. / II.B1 / GC1K1
CC2K2
CC2K5-6 / 2a, h
  1. Identify and implement a level of appropriate support based on individual differencesand identify providers or methods of providing necessary supports.
/ I. / II.B6 / GC3S1
GC10K3 / 2f
8a-b, r
10b, e
  1. Design a learning environment that is respectful of students with disabilities that support student participation.
/ I.
III. / IV.B4 / CC5S1
CC5S4 / 2n
3a, n, q
  1. Plan instruction in a variety of educational settings.
/ I.
II.4 / IV.B21 / GC5S3 / 7b-c
8c
  1. Use skills in problem solving and conflict resolution for educational plans.
/ I.1,2 / IV.B23 / GC5S5
CC10S7 / 10a-b, n, r
  1. Demonstrate the ability to integrate the IEP within the classroom routine.
/ I.
II.5 / IV.B25 / GC5S6
CC7S1 / 2a-b, h
3a, k
7a
  1. Identify effective instructional design methods for Develop IFSPs, IEPs, and Section 504 Plans in conjunction with all team members based on assessment data and the needs of the student.
/ I. / IV.E16 / CC8S6
CC10K
CC10K2 / 6c
10a-b
  1. Use appropriate adaptations and technology for all individuals with disabilities.
/ I. / IV.A5 / GC4S7 / 2a-b, f
3m
5l
7b, k
8n

IV. Assessment

Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset of the following:

1. Written examinations based on course lecture content

2. Completion of a grouping/scheduling simulation.

3. Completion of an IEP writing simulation

4. Completion of assigned short research activities

5. Completion of field based classroom experience

6. Reflective journal

V. Course Outline

I. Curriculum Design Framework in Special Education

A. Legal and Social Mandates Affecting Design

B. Teacher Competencies

C. Placement Alternatives

D. Goals of Special Education

E. Diagnostic-Prescriptive Model

1. Referral and Assessment

2. Program Planning

a. Determining Classroom Type

b. Determining Levels of Intervention

c. Determining Locations of Intervention

3. Student Goal Planning

II. Curriculum Components

A. Content

1. Core Content and Ancillary Areas

2. Scope and Sequencing

a. Standards Driven

b. Student Specific

c. Commercial Resources

B. Methodological Considerations

1. Procedures for Facilitating Acquisition, Retention, and Transfer

2. Structuring Classroom Environments

a. Physical Arrangements

b. Grouping

c. Scheduling

d. Logistical Issues related to Inclusion

3. Classroom Assessment

4. Working with Others

a. General Classroom Faculty

b.Paraprofessionals

c. Parents

5. Management Systems

C. Selecting Classroom Media and Materials

III. Developing Individualized Programs

A. Program Continuity/Purposes/Intent of Curriculum, K-12

B. Development of Individualized Educational Plans

C. Develop Individualized Family Service Plans

D. Section 504

E. Weekly and Daily Lesson Planning

F. Progress Monitoring

VI. Instructional Resources

Bartlet, L., Etscheidt, S., and Weisenstein, G. (2007). Special education law and practice in

public schools. Columbus: Merrill.

Churchill, L. (2008). A practical guide for special education professionals. Columbus:

Merrill.

Flexer, R. Baer, R. Luft, P and Simmons, T. (2008). Transition planning for secondary

students with disabilities. Columbus: Merrill.

Gleckel, E. (2008). Collaboration and the individualized education process: RSVP to IDEA.

Columbus: Merrill.

Kampunth, T. (2006). Collaborative consultation in the schools. Upper Saddle River:

Prentice Hall.

Knowlton, E. (2007). Developing effective individualized education programs: A case based turorial. Columbus: Merrill.

Pennsylvania Department of Education. (2008). State board of education chapter 4: Standards and assessment. Harrisburg: Pennsylvania Department of Education,

Pennsylvania Department of Education. (2008).State board of education chapter 14: Special education programs and services. Harrisburg: Pennsylvania Department of Education.

Pennsylvania Department of Education. (2008). State board of education chapter 15: Protected handicapped students. Harrisburg: Pennsylvania Department of Education.

Pennsylvania Technical and Training Assistance Network. (2008).

Sitlington, P., & Clark, G. (2006). Transition education and services for students with

disabilities. Boston: Allyn and Bacon.

U.S. Department of Education (2004). Individuals with disabilities education improvement

act. Washington D.C.: U.S. Department of Education.

Weishaar, M., & Scott, V. (2006). Practical cases in special education for all educators. Boston: Houghton Mifflin.

Revised 6/2012

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