Download Guided EDSP 410-Instructional Adaptation for Special Education
This course surveys intervention strategies for adapting curriculum materials and methods to fit the individual needs of students with mild and moderate disabilities in school, church, and community settings. *Please note, this course is not part of a program leading to the eligibility for a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact [email protected] for recommended course options.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
It is inevitable that within every classroom there will be individuals with disabilities that limit their potential to achieve academic success through traditional approaches. Therefore, the teacher needs to know first how to determine the needs of such individuals and then know what modifications or instructional approaches to incorporate to help disabled students to be successful. This course intends to provide beginning teachers and others interested in working with disabled students with the knowledge and skills necessary to understand and address the specific educational needs of learners with disabilities throughout the school setting.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Communicate the rationale for the inclusion of students with high-incidence disabilities in general education classrooms.
- Develop an appropriate annual goal and short-term objectives for an Individualized Education Plan (IEP).
- Identify local organizations connected to the field of special education.
- Critique journal articles related to special education and adaptation strategies.
- Create a differentiated unit plan that utilizes research-based adaptation strategies and assistive technology for students with disabilities in the general K-12 curriculum.
Textbook Readings and Presentations
(MLO: A, B, E)
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
There are three Discussions throughout the course. Discussions are collaborative learning experiences. The purpose of Discussions is to generate interaction among candidates regarding relevant current course topics. Therefore, the student is required to post one thread of 400 words. The student will post two substantive replies of 150 words. Each reply must incorporate at least one scholarly citation(s) in the current APA format. Incorporate scripture and biblical experience as you consider how these topics would impact you as a teacher. Any sources cited must have been published within the last five years. Acceptable sources include scholarly articles, textbooks, and the Bible. (MLO: A, C)
Strategy Research Paper: Topic Proposal Assignment
The candidate will submit for instructor approval their one-page proposal on their chosen topic for the Strategy Research Paper: Final Assignment. The candidate should include the selected topic and a summary of the position being taken, including what they plan to cover within the paper. At least six sources, four of which are from peer-reviewed sources, should be listed on a references page. All citations must be in the current APA format. (MLO: A, D)
Individualized Educational Plan Assignments (2)
The candidate will complete, on the provided template, a long-term goal and three short-term objectives for each of the six areas of subjects: math, reading, writing, social studies, and social/emotional. The candidate will be provided a sample to review. Careful consideration of students’ present levels of performance (PLOP), as well as their cognitive and academic deficits, will be given in the development of these goals and objectives. (MLO: A, B, E)
Journal Article Review: Differentiation Strategy Assignments (2)
The candidate will conduct his or her research and write a 2-3 page article review using a peer-reviewed academic publication that focuses on a specific differentiated instruction strategy. There must be a different strategy for each review, for a total of two different strategy reviews. The candidate will start with a one-paragraph article summary and an explanation of why the author is an authority on the subject. Then, he or she will give a summary of the strategy, followed by a two-paragraph critique of the strategy. The candidate will also provide a reference to the article reviewed. The review and citations must be completed in the current APA format. (MLO: A, D)
Unit Plan: Classroom, Goals, and Reading Assignment
In this first of two parts of the Unit Plan, the candidate will write a fictitious class description, create a seating chart, and complete the provided Unit Plan Form. The candidate will also rewrite one page of a chapter in a textbook for a lower readability level. A template is provided that will be used for this assignment. (MLO: A, B, E)
Strategy Research Paper: Final Assignment
Using the approved strategy from the Strategy Research Paper: Topic Proposal Assignment, the candidate will choose one strategy (from topics such as self-monitoring, semantic mapping, mnemonics, etc.) and review six sources, four of which are to be peer-reviewed academic articles, concerning the topic. Then, the candidate will write a 4–5-page paper in the current APA format, explaining the strategy and its use, and discussing how they would implement the strategy in a school setting. (MLO: A, D)
Unit Plan: Differentiated Lesson Plans Assignment
The candidate will complete this final part of the Unit Plan, using the provided template. This part of the Unit Plan will have five fully developed lesson plans, with at least ten instructional accommodations, and will include all of the materials, forms, worksheets, and assessments used in the lesson plans. (MLO: A, B, E)
Read & Interact Textbook Assignments (14)
Within this course, students will be required to read and interact with the textbook within the third party platform, Smartbook. Students must complete each reading and item in the textbook to earn the points associated with the assigned reading. (MLO: A, B)
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