OED009 – Individuals with Exceptionalities
Instruction: There are three primary documents that will be used to prepare your submission: 1) a working syllabus, 2) scope and
sequence document, and 3) the completed narratives below.
1. Select one working syllabus for the course that matches the TAG learning outcomes. You will be submitting one representative syllabus
out of all of the sections offered by various faculty. The syllabus being used for this submission should provide the review panel with a
general sense of how the TAG learning outcomes are implemented in a section of the course.
2. Scope and Sequence document should be developed prior to working on the narratives to be provided below. A template and a sample
are available on the TAG Course Description website at https://www.ohiohighered.org/transfer/tag/coursedescriptions under
Education. This document may be incorporated into the syllabus and provided for the submission or simply be provided as a separate
document from the working syllabus.
3. Based on the Scope and Sequence document, you’ll drill down to provide more in-depth narratives on how students meet each TAG
learning outcome. What the Review Panel is looking for is the students’ learning activity and process that they undergo as a formative
or summative assessment in the course. Most likely, graded summative assessments are obvious in the working syllabus. However,
formative assessments are as important as summative assessments, which may not necessarily be graded. The Panel would like to know
details about these assessments. The Scope and Sequence brings out some of the key segments from the syllabus, including
instructional strategies, topics, and a list of assessments, to organize thoughts into more focused ways in relation to the TAG learning
outcomes. Since the Review Panel members are not technically taking your course, the narratives you provide will help them see the
steps that your students take to reach the TAG learning outcomes. Please provide specific examples used in the syllabus. For instance, if
an essay or a discussion is used, what are students going to be writing or discussing, and what part of the assignment links directly to
prepare students to meet the TAG outcome? If students are assigned a project, please provide details about it and the link with the TAG
learning outcome.
Credit Hours: 3 semester hours
General Course Description:
This is a survey course to prepare all educators to teach diverse learners, including those with exceptionalities. It covers developmental characteristics,
assessment methods, intervention strategies, and ethical principles for students in education and community settings.
Themes:
a. Learner Development and Individual Learning Differences
b. Learning Environments
c. Curricular Content Knowledge
d. Assessment
e. Instructional Planning and Strategies
f. Professional Learning and Ethical Practice
g. Collaboration
TAG Learning Outcome
(asterisk means required)
Learner Development and Individual Learning
Differences
1. Explain how exceptionalities may interact with
development and learning.*
Learner Development and Individual Learning
Differences
2. Describe meaningful and suitably challenging
learning experiences for individuals with
exceptionalities.*
Learning Environments
3. Describe the principles of an individualized,
safe, appropriately inclusive, culturally
responsive learning environment.*
Learning Environments
4. Explain how the learning environment
supports individuals with exceptionalities to
improve academic and lifetime outcomes.*
Your Students’ Learning Experiences and Evidence/Assessments to Meet
the TAG Learning Outcome (Evidence/Assessments Including Details
about Summative and Formative Assessments That Measure the TAG
Learning Outcome) – The Review Panel Is Interested in Seeing the
Students’ Learning Process/Activities and the Methods of
Assessment/Evidence. The Narratives Should Dive More In-Depth into
What’s Mentioned in the Scope and Sequence Document.
Time Spent on
Learning Outcome
(Days/Weeks/Hours
/Class Periods/
Percentages
Curricular Content Knowledge
5. Demonstrate knowledge of general curricula
and evidence-based strategies to differentiate
instruction for all learners.*
Assessment
6. Describe the multiple methods of assessment
and data sources that general educators use to
increase learning for all students, such as
recognizing warning signs, engaging
appropriately in response to intervention (RtI),
and reading and implementing an
Individualized Education Program (IEP).*
Instructional Planning and Strategies
7. Compare a variety of evidence-based
instructional strategies to support learning of
individuals with exceptionalities including
multiple means of representation, expression,
and engagement.*
Professional Learning and Ethical Practice
8. Articulate foundational knowledge of the field,
ethical principles and dispositions to inform
teaching and learning.*
Collaboration
9. Identify collaborative methods for working
with families, other educators, related service
providers, individuals with exceptionalities,
and personnel from community agencies in
culturally responsive ways to address the
needs of diverse learners.*