Education 242-Introduction to Students with Learning Disabilities and
Behavioral Problems (K-12)
MWF 12:15-1:15
Fall Semester 2011
Instructor: Odette Bruneau, Ph.D.
Office: Koren 102
Phone: 563-387-1542
E-Mail: [email protected]
Office Hours: Office Hours: MWF 9:30-11:00, 2-4; Th 9:30-11:30 and by
appointment
Text: (Optional) Bender, W. (2008). Learning disabilities: Characteristics,
identification, and teaching strategies (6th ed.). Needham Heights, MA: Allyn & Bacon.
(Optional) Flick, G. L. (2011). Understanding and managing emotional and
behavioral disorders in the classroom. Upper Saddle River, NJ: Pearson.
Note: I will have copies of these texts on the reserve shelf at Preus Library. If you are
a student who likes to keep textbooks for future reference, you may order both (or
either) book(s) through Amazon or Half.com.
Course Description: This course provides an introduction to learning disabilities
and behavior disorders. The history of the field, important legislation, and the
changing definitions of both disorders will be examined. Students will study medical,
cognitive, linguistic, educational, social, and behavioral characteristics of students
with learning disabilities and behavior disorders in grades K-12. Other topics will
include the assessment process, specific learning strategies, instructional settings,
effective intervention techniques, and assistive technology. The course will also
consider the future of the field, issues in secondary and continuing education of
students with LD/BD, and issues that face adults who have learning disabilities
and/or challenging behaviors.
Student Assistance: If you are a student with a disability or have another need for
special accommodations, please notify the instructor at your earliest convenience.
You may also wish to contact the Student Academic Support Center (SASC) located
on the lower level of Preus Library.
Academic Honesty: Students are reminded of the Honor Code at Luther College. It
is your responsibility to follow the Honor Code and to notify the Honor Council if
you see violations of this policy. Students are reminded of their responsibility to
appropriately cite all references when providing information from outside sources.
Attendance/Participation: You are expected to attend and participate in class as a
part of your professional commitment. There are 10 points awarded for attendance
and involvement. Full point will only be awarded if both attendance and
involvement are consistent.
Course Objectives:
1. Students will be able to reference the history of both the field of learning
disabilities and the field of emotional/behavioral disorders.
2. Students will be able to discuss various types of learning disabilities and
behavior disorders.
3. Students will be ale to discuss theories of the causes of both learning
disabilities and behavior disorders.
4. Students will be able to identify instructional and intervention techniques
that have been proven through research to be effective with students who
have learning disabilities and students who have behavioral disorders.
5. Students will demonstrate knowledge of legislation that impacts the
identification and education interventions for students who have learning
disabilities and behavior disorders.
Standards for Special Education Teachers of Students with Learning Disabilities
and Behavior Disorders:
I. Standards for Initial Special Education Teachers of Individuals with Exceptional
Learning Needs with Emotional and Behavioral Disorders
Standard 1
Foundations
Knowledge
ICC1K1
ICC1K2
Models, theories, philosophies, and research methods that form the basis for special education practice
Laws, policies, and ethical principles regarding behavior management planning and implementation
ICC1K3
Relationship of special education to the organization and function of educational agencies
ICC1K4
ICC1K7
Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other
professionals, and schools related to exceptional learning needs
Issues in definition and identification of individuals with exceptional learning needs, including those
from culturally and linguistically diverse backgrounds
Issues, assurances and due process rights related to assessment, eligibility, and placement within a
continuum of services
Family systems and the role of families in the educational process
ICC1K8
Historical points of view and contribution of culturally diverse groups
ICC1K9
Impact of the dominant culture on shaping schools and the individuals who study and work in them
ICC1K10
Potential impact of differences in values, languages, and customs that can exist between the home and
school
Specialized terminology in the area of emotional/behavioral disorders
ICC1K5
ICC1K6
BD1K1
BD1K2
BD1K3
Impacts of the legal, judicial, and educational systems serving individuals with emotional/behavioral
disorders
Principles of reinforcement theory in serving individuals with emotional/behavioral disorders
BD1K4
Principles of least restrictive environment for individuals with emotional/behavioral disorders
Skills
ICC1S1
Articulate personal philosophy of special education
None in addition to the initial common core
Standard 2
Knowledge
ICC2K1
ICC2K2
ICC2K3
Development and Characteristics of Learners
Typical and atypical human growth and development
Educational implications of characteristics of various exceptionalities
ICC2K4
Characteristics and effects of the cultural and environmental milieu of the individual with exceptional
learning needs and the family
Family systems and the role of families in supporting development
ICC2K5
Similarities and differences of individuals with and without exceptional learning needs
ICC2K6
Similarities and differences among individuals with exceptional learning needs
ICC2K7
Effects of various medications on individuals with exceptional learning needs
BD2K1
Range of characteristics within and among individuals with emotional/behavioral disorders
BD2K2
Co-occurrence of emotional and behavioral disorders with other exceptionalities
Skills
None in addition to the initial common core
Standard 3
Knowledge
ICC3K1
ICC3K2
ICC3K3
ICC3K4
ICC3K5
BD3K1
BD3K2
Individual Learning Differences
Effects an exceptional condition(s) can have on an individual’s life
Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and
career development
Variations in beliefs, traditions, and values across and within cultures and their effects on
relationships among individuals with exceptional learning needs, family, and schooling
Cultural perspectives influencing the relationships among families, schools, and communities as
related to instruction
Differing ways of learning of individuals with exceptional learning needs, including those from
culturally diverse backgrounds and strategies for addressing these differences
Performance issues in the core academic content for individuals with emotional and behavior
disorders
Impact of emotional factors on the learning process
Skills
None in addition to the initial common core
Standard 4
Knowledge
ICC4K1
Instructional Strategies
Evidence-based practices validated for specific characteristics of learners and settings
None in addition to the Initial Common Core
Skills
ICC4S1
ICC4S2
ICC4S3
ICC4S4
ICC4S5
ICC4S6
BD4S1
BD4S2
BD4S3
BD4S4
Standard 5
Knowledge
ICC5K1
Use strategies to facilitate integration into various settings
Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their
needs
Select, adapt, and use instructional strategies and materials according to characteristics of the
individual with exceptional learning needs
Use strategies to facilitate maintenance and generalization of skills across learning environments
Use procedures to increase the individual’s self-awareness, self-management, self-control, selfreliance, and self-esteem
Use strategies that promote successful transitions for individuals with exceptional learning needs
Use nonaversive techniques to support targeted behavior and maintain attention of individuals with
emotional/behavioral disorders
Use evidence-based practices to enhance academic and social competence
Use prevention and intervention strategies for individuals at risk for emotional/behavioral disorders
Use strategies to teach alternative behaviors
Learning Environments/Social Interactions
Demands of learning environments
ICC5K2
Basic classroom management theories and strategies for individuals with exceptional learning needs
ICC5K3
Effective management of teaching and learning
ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs
ICC5K5
Social skills needed for educational and other environments
ICC5K6
Strategies for crisis prevention and intervention
ICC5K7
ICC5K9
Strategies for preparing individuals to live harmoniously and productively in a culturally diverse
world
Ways to create learning environments that allow individuals to retain and appreciate their own and
each other’s respective language and cultural heritage
Ways specific cultures are negatively stereotyped
ICC5K10
Strategies used by diverse populations to cope with a legacy of former and continuing racism
BD5K1
Advantages and disadvantages of placement options for individuals with emotional/behavior
disorders
ICC5K8
Skills
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in which diversities are valued
ICC5S2
Identify realistic expectations for personal and social behavior in various settings
ICC5S3
Identify supports needed for integration into various program placements
ICC5S4
Design learning environments that encourage active participation in individual and group activities
ICC5S5
Modify the learning environment to manage behaviors
ICC5S6
ICC5S7
Use performance data and information from all stakeholders to make or suggest modifications in
learning environments
Establish and maintain rapport with individuals with and without exceptional learning needs
ICC5S8
Teach self-advocacy
ICC5S9
Create an environment that encourages self-advocacy and increased independence
ICC5S10
ICC5S11
Use effective and varied behavior management strategies
Use the least intensive behavior management strategy consistent with the needs of the individual with
exceptional learning needs
Design and manage daily routines
Organize, develop, and sustain learning environments that support positive intra-cultural and
intercultural experiences
Mediate controversial intercultural issues among individuals with exceptional learning needs within
the learning environment in ways that enhance any culture, group, or person
Structure, direct, and support the activities of paraeducators, volunteers, and tutors
Use universal precautions
None in addition to the Initial Common Core
ICC5S12
ICC5S13
ICC5S14
ICC5S15
ICC5S16
Standard 6
Knowledge
ICC6K1
ICC6K2
ICC6K3
ICC6K4
Language
Effects of cultural and linguistic differences on growth and development
Characteristics of one’s own culture and use of language and the ways in which these can differ from
other cultures and uses of languages
Ways of behaving and communicating among cultures that can lead to misinterpretation and
misunderstanding
Augmentative and assistive communication strategies
None in addition to the Initial Common Core
Skills
ICC6S1
ICC6S2
Standard 7
Knowledge
ICC7K1
Use strategies to support and enhance communication skills of individuals with exceptional learning
needs
Use communication strategies and resources to facilitate understanding of subject matter for
individuals with exceptional learning needs whose primary language is not the dominant language
None in addition to the Initial Common Core
Instructional Planning
Theories and research that form the basis of curriculum development and instructional practice
ICC7K2
Scope and sequences of general and special curricula
ICC7K3
National, state or provincial, and local curricula standards
ICC7K4
Technology for planning and managing the teaching and learning environment
ICC7K5
Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service
None in addition to the Initial Common Core
Skills
ICC7S1
ICC7S3
ICC7S4
ICC7S5
Identify and prioritize areas of the general curriculum and accommodations for individuals with
exceptional learning needs
Develop and implement comprehensive, longitudinal individualized programs in collaboration with
team members
Involve the individual and family in setting instructional goals and monitoring progress
Use functional assessments to develop intervention plans
Use task analysis
ICC7S6
Sequence, implement, and evaluate individualized learning objectives
ICC7S2
ICC7S7
Integrate affective, social, and life skills with academic curricula
ICC7S8
ICC7S9
Develop and select instructional content, resources, and strategies that respond to cultural, linguistic,
and gender differences
Incorporate and implement instructional and assistive technology into the educational program
ICC7S10
Prepare lesson plans
ICC7S11
ICC7S12
ICC7S13
Prepare and organize materials to implement daily lesson plans
Use instructional time effectively
Make responsive adjustments to instruction based on continual observations
ICC7S14
ICC7S15
BD7S1
Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
Evaluate and modify instructional practices in response to ongoing assessment data
Plan and implement individualized reinforcement systems and environmental modifications at levels
equal to the intensity of the behavior
Integrate academic and affective instruction with behavior management for individuals and groups
with emotional/behavioral disorders
BD7S2
Standard 8
Knowledge
ICC8K1
Assessment
Basic terminology used in assessment
ICC8K2
Legal provisions and ethical principles regarding assessment of individuals
ICC8K3
Screening, prereferral, referral, and classification procedures
ICC8K4
Use and limitations of assessment instruments
ICC8K5
National, state or provincial, and local accommodations and modifications
None in addition to the Initial Common Core
Skills
ICC8S1
ICC8S2
ICC8S3
ICC8S4
ICC8S5
ICC8S6
Gather relevant background information
Administer nonbiased formal and informal assessments
Use technology to conduct assessments
Develop or modify individualized assessment strategies
Interpret information from formal and informal assessments
ICC8S7
Use assessment information in making eligibility, program, and placement decisions for individuals
with exceptional learning needs, including those from culturally and/or linguistically diverse
backgrounds
Report assessment results to all stakeholders using effective communication skills
ICC8S8
Evaluate instruction and monitor progress of individuals with exceptional learning needs
ICC8S9
Create and maintain records
BD8S1
Conduct functional behavior assessments
BD8S2
BD8S3
Assess social behaviors of individuals with emotional/behavioral disorders
Prepare functional behavior assessment reports on individuals with emotional/behavioral disorders
Standard 9
Knowledge
ICC9K1
Professional And Ethical Practice
Personal cultural biases and differences that affect one’s teaching
ICC9K2
Importance of the teacher serving as a model for individuals with exceptional learning needs
ICC9K3
Continuum of lifelong professional development
ICC9K4
Methods to remain current regarding research-validated practice
None in addition to the Initial Common Core
Skills
ICC9S1
ICC9S2
ICC9S7
Practice within the CEC Code of Ethics and other standards of the profession
Uphold high standards of competence and integrity and exercise sound judgment in the practice of the
professional
Act ethically in advocating for appropriate services
Conduct professional activities in compliance with applicable laws and policies
Demonstrate commitment to developing the highest education and quality-of-life potential of
individuals with exceptional learning needs
Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status,
and sexual orientation of individuals
Practice within one’s skill limits and obtain assistance as needed
ICC9S8
Use verbal, nonverbal, and written language effectively
ICC9S9
Conduct self-evaluation of instruction
ICC9S10
Access information on exceptionalities
ICC9S11
ICC9S12
Reflect on one’s practice to improve instruction and guide professional growth
Engage in professional activities that benefit individuals with exceptional learning needs, their
families, and one’s colleagues
Demonstrate commitment to engage in evidence-based practices
ICC9S3
ICC9S4
ICC9S5
ICC9S6
ICC9S13
None in addition to the Initial Common Core
Standard 10
Knowledge
ICC10K1
ICC10K2
ICC10K3
ICC10K4
Skills
ICC10S1
ICC10S2
ICC10S3
ICC10S4
Collaboration
Models and strategies of consultation and collaboration
Roles of individuals with exceptional learning needs, families, and school and community personnel in
planning of an individualized program
Concerns of families of individuals with exceptional learning needs and strategies to help address
these concerns
Culturally responsive factors that promote effective communication and collaboration with individuals
with exceptional learning needs, families, school personnel, and community members
None in addition to the Initial Common Core
ICC10S7
Maintain confidential communication about individuals with exceptional learning needs
Collaborate with families and others in assessment of individuals with exceptional learning needs
Foster respectful and beneficial relationships between families and professionals
Assist individuals with exceptional learning needs and their families in becoming active participants in
the educational team
Plan and conduct collaborative conferences with individuals with exceptional learning needs and their
families
Collaborate with school personnel and community members in integrating individuals with
exceptional learning needs into various settings
Use group problem-solving skills to develop, implement, and evaluate collaborative activities
ICC10S8
Model techniques and coach others in the use of instructional methods and accommodations
ICC10S5
ICC10S6
ICC10S9
ICC10S10
ICC10S11
BD10S1
Communicate with school personnel about the characteristics and needs of individuals with
exceptional learning needs
Communicate effectively with families of individuals with exceptional learning needs from diverse
backgrounds
Observe, evaluate, and provide feedback to paraeducators
Share effective behavior management techniques with families
II. Initial Special Education Teachers of Individuals with Exceptional Learning Needs with Learning
Disabilities
Standard 1
Foundations
Knowledge
ICC1K1
Models, theories, philosophies, and research methods that form the basis for special education practice
ICC1K2
Laws, policies, and ethical principles regarding behavior management planning and implementation
ICC1K3
Relationship of special education to the organization and function of educational agencies
ICC1K4
ICC1K7
Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other
professionals, and schools related to exceptional learning needs
Issues in definition and identification of individuals with exceptional learning needs, including those
from culturally and linguistically diverse backgrounds
Issues, assurances and due process rights related to assessment, eligibility, and placement within a
continuum of services
Family systems and the role of families in the educational process
ICC1K8
Historical points of view and contribution of culturally diverse groups
ICC1K9
Impact of the dominant culture on shaping schools and the individuals who study and work in them
ICC1K10
LD1K1
Potential impact of differences in values, languages, and customs that can exist between the home and
school
Historical foundations, classical studies, and major contributors in the field of learning disabilities
LD1K2
Philosophies, theories, models, and issues related to individuals with learning disabilities.
LD1K3
Impact of legislation on the education of individuals with learning disabilities
LD1K4
LD1K5
Laws and policies regarding pre-referral, referral, and placement procedures for individuals who may
have learning disabilities
Current definitions and issues related to the identification of individuals with learning disabilities.
Skills
ICC1S1
Articulate personal philosophy of special education
ICC1K5
ICC1K6
None in addition to Common Core
Standard 2
Knowledge
ICC2K1
ICC2K2
ICC2K3
Development and Characteristics of Learners
Typical and atypical human growth and development
Educational implications of characteristics of various exceptionalities
ICC2K4
Characteristics and effects of the cultural and environmental milieu of the individual with exceptional
learning needs and the family
Family systems and the role of families in supporting development
ICC2K5
Similarities and differences of individuals with and without exceptional learning needs
ICC2K6
Similarities and differences among individuals with exceptional learning needs
ICC2K7
Effects of various medications on individuals with exceptional learning needs
LD2K1
Etiologies of learning disabilities
LD2K2
Neurobiological and medical factors that may impact the learning of individuals with
learning disabilities
Psychological, social, and emotional characteristics of individuals with learning
disabilities
LD2K3
Skills
None in addition to Common Core
Standard 3
Knowledge
ICC3K1
ICC3K2
Individual Learning Differences
Effects an exceptional condition(s) can have on an individual’s life
LD3K1
Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and
career development
Variations in beliefs, traditions, and values across and within cultures and their effects on
relationships among individuals with exceptional learning needs, family, and schooling
Cultural perspectives influencing the relationships among families, schools, and communities as
related to instruction
Differing ways of learning of individuals with exceptional learning needs, including those from
culturally diverse backgrounds and strategies for addressing these differences
Impact of co-existing conditions and exceptionalities on individuals with learning disabilities
LD3K2
Effects of phonological awareness on the reading abilities of individuals with learning disabilities
LD3K3
Impact learning disabilities may have on auditory and information processing skills
ICC3K3
ICC3K4
ICC3K5
Skills
None in addition to Initial Common Core
Standard 4
Knowledge
ICC4K1
Instructional Strategies
Evidence-based practices validated for specific characteristics of learners and settings
LD4K1
Strategies to prepare for and take tests
LD4K2
Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings
LD4K3
Methods for increasing accuracy and proficiency in math calculations and applications
LD4K4
Methods for teaching individuals to independently use cognitive processing to solve problems
LD4K5
Methods for guiding individuals in identifying and organizing critical content
Skills
ICC4S1
ICC4S2
ICC4S3
ICC4S4
ICC4S5
ICC4S6
Use strategies to facilitate integration into various settings
Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their
needs
Select, adapt, and use instructional strategies and materials according to characteristics of the
individual with exceptional learning needs
Use strategies to facilitate maintenance and generalization of skills across learning environments
Use procedures to increase the individual’s self-awareness, self-management, self-control, selfreliance, and self-esteem
Use strategies that promote successful transitions for individuals with exceptional learning needs
LD4S1
LD42
Use research-supported methods for academic and nonacademic instruction of individuals with
learning disabilities
Use specialized methods for teaching basic skills
LD4S3
Modify the pace of instruction and provide organizational cues
LD4S4
Identify and teach basic structures and relationships within and across curricula
LD4S5
LD4S6
Use instructional methods to strengthen and compensate for deficits in perception, comprehension,
memory, and retrieval
Use responses and errors to guide instructional decisions and provide feedback to learners
LD4S7
Identify and teach essential concepts, vocabulary, and content across the general curriculum
LD4S8
Use reading methods appropriate to the individual with learning disabilities
LD4S9
Implement systematic instruction in teaching reading comprehension and monitoring strategies
LD4S10
Teach strategies for organizing and composing written products
LD4S11
LD4S12
Implement systematic instruction to teach accuracy, fluency, and comprehension in content area
reading and written language
Use methods to teach mathematics appropriate to the individual with learning disabilities
LD4S13
Teach learning strategies and study skills to acquire academic content
Standard 5
Knowledge
ICC5K1
Learning Environments/Social Interactions
Demands of learning environments
ICC5K2
Basic classroom management theories and strategies for individuals with exceptional learning needs
ICC5K3
Effective management of teaching and learning
ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs
ICC5K5
Social skills needed for educational and other environments
ICC5K6
Strategies for crisis prevention and intervention
ICC5K7
ICC5K9
Strategies for preparing individuals to live harmoniously and productively in a culturally diverse
world
Ways to create learning environments that allow individuals to retain and appreciate their own and
each other’s respective language and cultural heritage
Ways specific cultures are negatively stereotyped
ICC5K10
Strategies used by diverse populations to cope with a legacy of former and continuing racism
ICC5K8
None in addition to Initial Common Core
Skills
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in which diversities are valued
ICC5S2
Identify realistic expectations for personal and social behavior in various settings
ICC5S3
Identify supports needed for integration into various program placements
ICC5S4
Design learning environments that encourage active participation in individual and group activities
ICC5S5
Modify the learning environment to manage behaviors
ICC5S6
ICC5S7
Use performance data and information from all stakeholders to make or suggest modifications in
learning environments
Establish and maintain rapport with individuals with and without exceptional learning needs
ICC5S8
Teach self-advocacy
ICC5S9
Create an environment that encourages self-advocacy and increased independence
ICC5S10
ICC5S11
Use effective and varied behavior management strategies
Use the least intensive behavior management strategy consistent with the needs of the individual with
exceptional learning needs
Design and manage daily routines
Organize, develop, and sustain learning environments that support positive intra-cultural and
intercultural experiences
Mediate controversial intercultural issues among individuals with exceptional learning needs within
the learning environment in ways that enhance any culture, group, or person
Structure, direct, and support the activities of paraeducators, volunteers, and tutors
Use universal precautions
Teach individuals with learning disabilities to give and receive meaningful feedback from peers and
adults
ICC5S12
ICC5S13
ICC5S14
ICC5S15
ICC5S16
LD5S1
Standard 6
Knowledge
ICC6K1
ICC6K2
Language
Effects of cultural and linguistic differences on growth and development
ICC6K4
Characteristics of one’s own culture and use of language and the ways in which these can differ from
other cultures and uses of languages
Ways of behaving and communicating among cultures that can lead to misinterpretation and
misunderstanding
Augmentative and assistive communication strategies
LD6K1
Typical language development and how that may differ for individuals with learning disabilities
LD6K2
Impact of language development and listening comprehension on academic and nonacademic learning of
individuals with learning disabilities
ICC6K3
Skills
ICC6S1
LD6S1
LD6S2
LD6S3
Use strategies to support and enhance communication skills of individuals with exceptional learning
needs
Use communication strategies and resources to facilitate understanding of subject matter for
individuals with exceptional learning needs whose primary language is not the dominant language
Enhance vocabulary development
Teach strategies for spelling accuracy and generalization
Teach methods and strategies for producing legible documents
LD6S4
Teach individuals with learning disabilities to monitor for errors in oral and written communications
ICC6S2
Standard 7
Knowledge
ICC7K1
Instructional Planning
Theories and research that form the basis of curriculum development and instructional practice
ICC7K2
Scope and sequences of general and special curricula
ICC7K3
National, state or provincial, and local curricula standards
ICC7K4
Technology for planning and managing the teaching and learning environment
ICC7K5
Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service
LD7K1
Relationships among reading instruction methods and learning disabilities
LD7K2
Sources of specialized curricula, materials, and resources for individuals with learning disabilities
LD7K3
Interventions and services for children who may be at risk for learning disabilities
Skills
ICC7S1
ICC7S3
ICC7S4
ICC7S5
Identify and prioritize areas of the general curriculum and accommodations for individuals with
exceptional learning needs
Develop and implement comprehensive, longitudinal individualized programs in collaboration with
team members
Involve the individual and family in setting instructional goals and monitoring progress
Use functional assessments to develop intervention plans
Use task analysis
ICC7S6
Sequence, implement, and evaluate individualized learning objectives
ICC7S7
Integrate affective, social, and life skills with academic curricula
ICC7S8
ICC7S9
Develop and select instructional content, resources, and strategies that respond to cultural, linguistic,
and gender differences
Incorporate and implement instructional and assistive technology into the educational program
ICC7S10
Prepare lesson plans
ICC7S11
ICC7S12
ICC7S13
Prepare and organize materials to implement daily lesson plans
Use instructional time effectively
Make responsive adjustments to instruction based on continual observations
ICC7S14
ICC7S15
Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
Evaluate and modify instructional practices in response to ongoing assessment data
None in addition to Initial Common Core
ICC7S2
Standard 8
Knowledge
ICC8K1
Assessment
Basic terminology used in assessment
ICC8K2
Legal provisions and ethical principles regarding assessment of individuals
ICC8K3
Screening, prereferral, referral, and classification procedures
ICC8K4
Use and limitations of assessment instruments
ICC8K5
National, state or provincial, and local accommodations and modifications
LD8K1
Terminology and procedures used in the assessment of individuals with learning disabilities
LD8K2
Factors that could lead to misidentification of individuals as having learning disabilities
LD8K3
Procedures to identify young children who may be at risk for learning disabilities
Skills
ICC8S1
ICC8S2
ICC8S3
ICC8S4
Gather relevant background information
Administer nonbiased formal and informal assessments
Use technology to conduct assessments
Develop or modify individualized assessment strategies
ICC8S5
Interpret information from formal and informal assessments
ICC8S6
ICC8S7
Use assessment information in making eligibility, program, and placement decisions for individuals
with exceptional learning needs, including those from culturally and/or linguistically diverse
backgrounds
Report assessment results to all stakeholders using effective communication skills
ICC8S8
Evaluate instruction and monitor progress of individuals with exceptional learning needs
ICC8S9
Create and maintain records
LD8S1
Choose and administer assessment instruments appropriate to the individual with learning disabilities
Standard 9
Knowledge
ICC9K1
Professional and Ethical Practice
Personal cultural biases and differences that affect one’s teaching
ICC9K2
Importance of the teacher serving as a model for individuals with exceptional learning needs
ICC9K3
Continuum of lifelong professional development
ICC9K4
Methods to remain current regarding research-validated practice
LD9K1
Ethical responsibility to advocate for appropriate services for individuals with learning disabilities
LD9K2
Professional organizations and sources of information relevant to the field of learning disabilities
Skills
ICC9S1
ICC9S2
ICC9S7
Practice within the CEC Code of Ethics and other standards of the profession
Uphold high standards of competence and integrity and exercise sound judgment in the practice of the
professional
Act ethically in advocating for appropriate services
Conduct professional activities in compliance with applicable laws and policies
Demonstrate commitment to developing the highest education and quality-of-life potential of
individuals with exceptional learning needs
Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status,
and sexual orientation of individuals
Practice within one’s skill limits and obtain assistance as needed
ICC9S8
Use verbal, nonverbal, and written language effectively
ICC9S9
Conduct self-evaluation of instruction
ICC9S10
Access information on exceptionalities
ICC9S11
ICC9S12
ICC9S13
Reflect on one’s practice to improve instruction and guide professional growth
Engage in professional activities that benefit individuals with exceptional learning needs, their
families, and one’s colleagues
Demonstrate commitment to engage in evidence-based practices
LD9S1
Participate in activities of professional organizations relevant to the field of learning disabilities
LD9S2
Use research findings and theories to guide practice
ICC9S3
ICC9S4
ICC9S5
ICC9S6
Standard 10
Collaboration
Knowledge
ICC10K1
Models and strategies of consultation and collaboration
ICC10K2
ICC10K3
ICC10K4
LD10K1
LD10K2
Skills
ICC10S1
ICC10S2
ICC10S3
ICC10S4
Roles of individuals with exceptional learning needs, families, and school and community
personnel in planning of an individualized program
Concerns of families of individuals with exceptional learning needs and strategies to help address
these concerns
Culturally responsive factors that promote effective communication and collaboration with
individuals with exceptional learning needs, families, school personnel, and community members
Co-planning and co-teaching methods to strengthen content acquisition of individuals with
learning disabilities
Services, networks, and organizations that provide support across the life span for individuals
with learning disabilities
ICC10S7
Maintain confidential communication about individuals with exceptional learning needs
Collaborate with families and others in assessment of individuals with exceptional learning needs
Foster respectful and beneficial relationships between families and professionals
Assist individuals with exceptional learning needs and their families in becoming active
participants in the educational team
Plan and conduct collaborative conferences with individuals with exceptional learning needs and
their families
Collaborate with school personnel and community members in integrating individuals with
exceptional learning needs into various settings
Use group problem-solving skills to develop, implement, and evaluate collaborative activities
ICC10S8
Model techniques and coach others in the use of instructional methods and accommodations
ICC10S9
Communicate with school personnel about the characteristics and needs of individuals with
exceptional learning needs
Communicate effectively with families of individuals with exceptional learning needs from diverse
backgrounds
Observe, evaluate, and provide feedback to paraeducators
None in addition to Common Core
ICC10S5
ICC10S6
ICC10S10
ICC10S11
Article/Site Review: Due October 21
Students will either complete 2 article reviews, 2 Internet site reviews, or 1 of each.
Article reviews should come from Teaching Exceptional Children, because it is a
practitioner-friendly journal and more likely to provide you with practical ideas and
interventions. This journal is housed in our library. You must include a copy of the
articles along with your reviews. Your reviews are expected to be at least one page
double-spaced and should begin with a summary and end with a paragraph that
details all the information provided in the article that was helpful to you. For
example, if the article uses pictures or provides samples of lesson plans, these would
contribute to the article’s effectiveness. You may add suggestions for ways to make
the article even more effective. Please select articles that can be useful o you as a
future educator. If you submit a review that states the article was boring or not of
use to you, you will have your review returned so you might submit one that does
have value to you.
Students may prefer to review an Internet site. The site must be one that provides
research-based information on a specific disability, an advocacy organization, or
that is devoted to specific service provision or intervention. Some examples of sites
that may be of specific interest include: CEC (Council for Exceptional Children,
PACER, Learning Disabilities Association of America, NASET (National Association of
Special Education Teachers, Autism Society, PBIS (Positive Behavior Intervention
and Support), NASP (National Association of School Psychologists), CCBD (Council
for Children with Behavior Disorders), DLD (Division of Learning Disabilities). You
must include a copy of the home page for the site. Your review is expected to be at
least one page double-spaced and should begin with a summary of what this site can
provide and end with a paragraph that details all of the information that was helpful
to you or that would be helpful to you in the future. For example, if the site features
an on-line store with literature or assistive devices for sale, this would broaden the
appeal/usefulness of the site. If a site features opportunities to blog or links to
lesson plans, these would also broaden the appeal. The strongest sites would
include information about the disability or intervention, links to further information
or support, training opportunities, links to research, and political
awareness/updates.
Project: Due December 2
Students will create an artifact that includes helpful information on learning
disabilities or behavior disorders. The artifact is intended to provide a brief
overview of causes, effective interventions, supports, and sources of additional
information. Examples of such an artifact would be a pamphlet, a one-page handout,
a poster (not hand-written, but created using the ppt. program for posters), or a
booklet. Be sure that you use your own words and that you cite sources accurately.
Information that you include about causes or interventions must be research-based.
Your artifact should cover:
 Causes of
 Characteristics of
 Interventions/techniques/adaptations/accommodations/models of
instruction/specialized programs
 Advice for parents, guardian, teachers
 Sources of additional support/information
Grading Policy/Point Distribution
Point credits are as follows: Mid-term=50, Article/Site review=25, Project=75,
Final=50, Attendance/Participation=10.Grading is based upon a percentage of total
points and is consistent with the Education Department grading standards. There
are a possible 210 points for this class. Point dispensation is as follow:
195-210=A 191-194=A- 188-190=B+ 174-187=B 170-173=B- 167-169=C+
153-166=C 149-152=C- 146-148=D+ 132-145=D 129-131=DCourse Schedule
Date
Aug. 31
Sept. 2
5
7
Sept. 9
Topic
Introduction, overview, syllabus
History of LD
History of LD
Definition of LD
Definition of LD
Reading
Ch. 1
Ch. 1
Ch. 1
Ch. 1
Due
present timeline
12
14
16
19
21
23
26
28
30
Oct. 3
5
7
10
12
14
17
19
Medical aspects of LD
Ch. 2
Medical aspects of LD
Ch. 2
Cognitive/linguistic traits
Ch. 3
Cognitive/linguistic traits
Ch. 3
Language issues
Ch. 3
Social issues
Ch. 3
Social issues
Ch. 3
Assessment of LD
Ch. 4
Assessment of LD
Ch. 4
Language arts/reading
Ch. 6
Language arts/reading
Ch. 6
Math
Ch. 7
Article/site review discussion, test study guide
Mid-term exam
Classroom behaviors
Ch. 8
Test return, article/site reviews
Article/site reviews
Secondary behavior issues, educ. place- Ch. 9
ments and service
21
Discuss projects, project rubric
October 22-26 Fall Break
28
Behavioral strategies
Ch. 10
Nov. 2
Technology
Ch. 12
4
Transition/College/Adult
Ch. 13
7
Visit SASC
9
Behavior disorders & intervention
Flick, Ch. 1
11
Behavior disorders & intervention
Flick, Ch. 1
14
Understanding EBD
Flick, Ch. 2
16
Understanding EBD
Flick, Ch. 2
18
PDD/Psychotic Disorders
Flick, Ch. 6
21
Disorders of mood
Flick, Ch. 5
Thanksgiving Break November 23-27
28
Externalizing disorders
Flick, Ch. 4
30
Presentation of projects
Projects Due
Dec. 2
Educational Outcomes
Flick, Ch. 3
5
Educational Outcomes
Flick, Ch. 3
7
Future Directions
You Tube-Tourette’s Camp
9
Movie: Autism, The Musical
The final exam will be held on the assigned date and time.