Department of Special Education & Communication Disorders Dr. Lisa Battaglino
Office Hours: E-Mail: email@example.com
Other time by appointment Phone: 508-531-2739
SE403 Curriculum Development and Implementation for the Special Needs Learner
This course enables the student to design and implement appropriate Individual Educational Plans (IEP) under existing Federal and State Laws. Emphasis on strategies and techniques which promote the academic, social, emotional, vocational and cultural needs of the special needs learner within a variety of instructional environments. Pre-practicum monitored field based experiences required at the level of certificate sought; N-9 and 5-12. (Prerequisite: SE202, SE203 and acceptance in the Professional Education Program)
Field Experience Requirement:
During this 20 hour field experience the college student visits one special education setting and under the supervision of a classroom teacher and the college professor implements the administration of age appropriate informal language arts and mathematics assessments. The visits should be broken up into at least six scheduled sessions. The purpose of this experience is to enable the student to learn to record and interpret the results of informal assessments and to develop language arts and mathematics lesson plans appropriate to meet the needs of students with special needs. In addition the student will prepare an appropriate Individualized Education Plan and Case Study on the child.
The student will administer, score and interpret informal assessment data. The student will write an Individualized Education Plan and Case Study consistent with testing results, behavioral observations and background information. The student will write and implement appropriate lesson plans as a result of their findings.
Mass Curriculum Frameworks
Schultz & Carpenter, Mainstreaming Exceptional Children, 4th edition, Allyn & Bacon
Appropriate selections from journals, research, etc.
Teaching Methods Employed in the Course:
Class discussion, active learning, and field activities will be utilized as well as tradition lecture format.
Beliefs on Philosophy about Teaching:
This course is an essential culminating course in the undergraduate and post-baccalaureate programs typically undertaken just prior to student teaching. It teaches the student the critical components of IEP development and teaches appropriate informal evaluation techniques, education materials and strategies (including lesson plans) for use with special needs learners. This course will be taught through a variety of teaching strategies including lecture, group/collaborative work, daily reflective activities, portfolio development and field experiences. Active learning will be stressed in an environment designed to foster motivated independent learners.
1. Learning to apply course material to improve rational thinking, problem solving and decision making.
2. Developing specific skills, competencies and points of view needed by professionals in the field most closely related to this course.
3. Learning how professionals in this field go about the process of gaining new knowledge.
4. Developing skill in expressing oneself orally or in writing.
1. Students will use the basic and pertinent information required to write appropriate IEPs based on TEAM assessment reports (including interpreting academic, sensory, perceptual, medical, and socio-emotional information) and case studies.
2. Students will implement and follow legal procedures, identify appropriate curricula, and evaluate educational materials and resources for teaching special needs students.
3. Students will explain the components of infusing career education into the total curriculum.
4. Students will construct age appropriate lesson plans based on identified learning characteristics as well as on research supported instructional strategies and practices. They will demonstrate knowledge and skill in using the functional embedded skills approach, community-based instruction, task analysis, multi-sensory teaching and concrete/ manipulative techniques for students with special needs.
5. To utilize computer resources on teaching strategies, methods, and specific lesson plans appropriate for use with children with special needs.
6. Students will develop and document a personal philosophy of special education and its relationship to regular education and reflect strategies to enhance teaching.
7. Students will use basic terminology to interpret pertinent educational reports.
8. Students will monitor and record progress of students with special needs.
9. Students will understand and
10. Students will teach learners with special needs to use thinking, problem solving and other cognitive strategies.
11. Students will be knowledgeable and demonstrate skill in collaboration with school personnel to maximize direct instruction time.
12. Students will be knowledgeable about universal precautions to maintain healthy environments.
13. To design learning environments that foster peer collaboration and adult feedback.
14. To design learning environments that are multi-sensory and that facilitate active participation, self advocacy, and independence of individuals with disabilities in a variety of group and individual learning activities.
1. Informal Assessment techniques and test taking strategies
2. Informal Assessment in Math, Language Arts and other content areas.
3. Developing Effective Lesson Plans.
4. Language Arts Teaching Strategies and Materials.
5. Mathematics Teaching Strategies and Materials.
6. Content Area Teaching Strategies and Materials.
7. Career Education as Part of the Total Curriculum.
8. The Prereferral and Referral Process in Special Education.
9. The Components of the Individual Education Plan.
10. Writing an Individual Education Plan
11. Implementing an Individual Education Plan.
v Students will develop and conduct an effective lesson.
v Students will observe, conduct assessments and obtain other pertinent data on a student.
v Students will prepare an appropriate IEP for this learner.
v Appropriate Examinations
Tentative Course Content (calendar):
Week of Tuesday: Topic: Chapters:
1/19 Introduction: Inclusion 1 & 2
1/26 The Individualized Education Program 3 & 4
Intro to the Case Study
2/2 Curriculum Library 5 & 6
Robert Simmons Presents the Brigance
The Brigance Preparing a Lesson 7 & 8
2/9 Enhancing Speaking & Listening Skills The Language Arts
Language Arts Evaluation Framework
Language Arts Instruction
Lesson Plan #1
2/16 Language Arts Instruction Con. 9 & 10
Lesson Plan #2 (with Children)
2/23 Mathematics Evaluation The Math Framework
No class Thursday
3/2 Mathematics Instruction 11 & 12
Lesson Plan #3
3/9 Spring Break
3/16 Spring Break
3/23 Science Instruction & Evaluation The Science Framework
Lesson Plan #4
Developing the Case Study
3/20 Midterm Examination
Social Studies for the Special The Social Studies
Needs Learner Framework
Lesson Plan #5
4/6 Social Studies Continued & Other
Content Area Instruction
Lesson Plan #6
4/13 Writing the IEP
The Instructional Profile & The Performance Profile
No class Thursday
Writing the IEP
4/20 Writing the IEP
Goals & Objective
4/27 The Case Study
5/4 Portfolio Assessment
Bibliography of related materials:
Bender, William N. (1996). Teaching Students with Mild Disabilities, Allyn & Bacon.
Bos, Candace S. & Vaughn,
Behavior Problems. Allyn & Bacon
Collins Block, Cathy. (1991). 126 Strategies to Build Language Arts Abilities: A Month-by-Month
Resource. Allyn & Bacon.
Henley, Martin, Ramsey, Roberta S. & Algozzine, Robert F. (1999). Characteristics of and Strategies for
Teaching Students with Mild Disabilites. Allyn & Bacon.
Nowicki, Joseph John & Meehan, Kerry F. (1996). Collaborative Social Studies Classroom, The: A
Resource for Teachers, Grades 7-12. Allyn & Bacon.
Nowicki, Joseph John & Meehan, Kerry F. (1997). Interdisciplinary Strategies for English and /Social
Studies Classrooms¨Toward Collaborative Middle and Secondary Teaching. Allyn & Bacon.
Meier, Frieda E. (1992). Competency-Based Instructions for Teachers of Students with Special Learning
Needs. Allyn & Bacon.
Doll, Ronald C. (1996). Curriculum Improvement: Decision Making and Process. Allyn & Bacon.
Longstreet, Wilma S. & Shane, Harold G. (1993). Curriculum For a New Millenium. Allyn & Bacon.
Morrison, George S. (1993). Contemporary Curriculum K-8. Allyn & Bacon.
Dobey, Daniel C., Beichner, Robert, J. & Raimondi, Sharon L. (1999). Essentials of Elementary Science:
(Part of the Essentials of Classroom Teaching Series). Allyn & Bacon.
Martin, Ralph, Sexton, Colleen & Gerlovich, Jack. (1999). Science for All Children: Lessons for
Constructing Understanding. Allyn & Bacon.
Shaw, Donna Gail & Dybdahl, Claudia S. (1996). Integrating Science and Language Arts: A Sourcebook
for K-6 Teachers. Allyn & Bacon.