Kutztown University
Department of Special Education
SPU 318
Assessment and Instructional Methods for Students with Disabilities
COURSE DESCRIPTION
This course is an in-depth study of the purposes of atypical classes, curricular content and its organization,
formal and informal assessment techniques, classroom management and the various methods of teaching
the atypical child. The course will expose teacher candidates to informal and formal assessment,
instructional delivery methodology and remediation strategies for the PreK-8 learner. 3 s.h. 3 c.h.
Prerequisite: SPU 201.
RATIONALE
A basic understanding of learning theories, instructional strategies and remediation interventions is
critical to teaching exceptional/multicultural learners. The course is designed to provide a solid
foundation in the areas of creating a positive classroom environment, managing student behaviors,
assessing and planning and delivering individualized instruction. The major goal of this course is to help
teacher candidates become knowledgeable abut various assessment procedures and instructional methods
which pertain to atypical learner.
OBJECTIVES
Upon completion of this course, the teacher candidate will be able to:
Objectives
Standard
KU
Concept
1. Articulate and describe the strengths and weaknesses of
solicited input from stakeholders.
2. Apply specialized terminology used in the assessment of
students with disabilities.
3. Implement the laws and policies regarding referral and
placement procedures for students with disabilities.
4. Access and use different types of information concerning
students with disabilities available from families and
public agencies.
5. Implement procedures for assessing and reporting both
appropriate and problematic social behaviors of students
with disabilities.
6. Use targeted formal and informal, including vocational,
tools as appropriate for students with disabilities.
7. Select, adapt, and modify assessments to accommodate
the unique abilities and needs of individuals with
disabilities.
8. Evaluate reliable methods of response of individuals who
lack typical communication and performance abilities.
1
PDE
CEC
INTASC
I.1,3
III.B
CC10S2
1k
8c
2f, 6e
I.
III.C
II.
III.D
GC8K1
CC8S2
GC8K2
I.1,3
III.E
CC8S1
GC8K3
1k
9d
I.1,3
III.F
GC8S4
1a
II.1
III.G
6a, g, j
I.3
III.H
CC4S1
CC8S5
GCS3
I.3
III.I
GC8S4
5n
6t,u
7c
9j, o
6i/p, k, u
9. Monitor intra-group behavior changes across subjects and
activities.
10. Design, implement, and monitor student progress in
academic and behavioral settings.
11. Identify the screening, pre-referral, and classification
process and placement procedures.
I.3
III.J
GC8S5
I.
II.5
I.
III.K
III.L
GC7S8
CC8S8
CCK3
12. Identify the timelines related to referral, evaluation,
placement, and programming related to state rules for
special education
13. Design and implement data collection systems and tools to
monitor progress and adjust instruction.
14. Identify and implement permissible accommodations and
modifications on PA statewide assessments.
15. Interpret assessment data and communicate effectively to
parents and other stakeholders.
16. Identify and use specialized resources in order to
implement specially designed instruction for individuals
with disabilities.
17. Recommend and use evidence-based practices validated
for specific characteristics of learners and settings.
18. Apply prevention and intervention strategies for
individuals at-risk for academic or behavioral failure.
19. Teach individuals to use self assessment, problem-solving
and other cognitive strategies to meet their needs within
the framework of PA standards.
20. Demonstrate the use of opportunities to integrate learning
into daily routines and activities.
21. Provide integrated learning experiences for all students.
22. Identify and implement differentiated instructional
strategies through the use of matching appropriate
strategies to student characteristics, assessment
information, and goals as well as strategies for integrating
student initiated learning opportunities and experiences
into ongoing instruction, e.g. universally designed
approaches.
23. Provide strategies to prepare students to foster continuous
learning and performance on standards-based assessments.
24. Implement methods for increasing accuracy and
proficiency in basic mathematic and literacy skill
development for students with disabilities.
25. Implement methods for guiding students in identifying
and organizing critical content.
I.
III.M
CC8K3
1a
8b
1a
8b
1c
6o
9o
6c, o
I.3
III.N
CC7S13
6l,r
I.
II.
I.3
III.O
I.
IV.A3
CC8K2
CC8K5
CC8S5
CC8S7
GC7S2
6m, p, u
9o
6l, o
10a
2d,g
I.1, 3
IV.A6
GC7S3
I.
IV.A7
GC4K4
2g
7a,k
1b,d
I.
IV.A8
CC4S2
6f, m, q
8f-g, j
I.
IV.A9
CC4S1
7h
I.
I.3
IV.A1
IV.A10
CC4S1
CC4S3
GC4K5
GC7S2
5j
5s
7b,h,j
8a,l
I.
II.5
I.
IV.A11
GC4K2
6d, h, m
IV.A16
GC4K6
4h
I.3
II.5
IV.A12
GC4K7
26. Use evidence-based methods for academic and nonacademic instruction of individuals with disabilities.
27. Use strategies from multiple instructional approaches for
individuals with disabilities.
I.
II.1,3
I.
IV.A4
GC4S1
4b
5q
8g, l
7k
IV.A2
GC4S2
2
III.P/T
2a,h
8a
28. Teach learning strategies and study skills to acquire
academic content.
I.
IV.A14
GC4S3
3i
5m
8f
1b
2h
8a
2b
3d
3g,m
4g
5l
7k
8g, n, o, r
2h
5c
7b,m
29. Use appropriate methods to teach mathematics for
individuals with disabilities.
I.
IV.A15
GC4S5
30. Modify pace of instruction and provide organizational
cues.
31. Use appropriate adaptations and technology for all
individuals with disabilities.
I.
II.5
II.4
IV.A13
GC4S6
IV.A5
GC4S7
32. Identify resources and techniques used across all transition
points to allow for the effective transition of individuals
with disabilities.
33. Use a variety of positive techniques to promote
appropriate behavior and maintain attention of students
with disabilities.
34. Identify and teach common instructional features within
and across curricula.
35. Use and teach instructional methods to strengthen and
compensate for weaknesses in perception, comprehension,
memory, and retrieval.
36. Identify and teach essential concepts, vocabulary, and
content across the general curriculum.
37. Teach strategies for organizing and composing written
products.
I.3
II.1,3
IV.A18
CC4S6
GC4S8
I.
II.5
?
GC4S9
3e, n
I.
II.3
I.
IV.A19
IV.A20
CC4S4
GC4S10
GC4S11
I.
II.3
I.
IV.A21
GC4S13
1b
8h
1d
4a
7j
4h,r
IV.A22
GC4S15
8h
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:







Reflective journal
Objective tests
Writing assignments
Group and individual presentations
Midterm examination
Active participation in class and in discussions
Final examination
COURSE OUTLINE
I.
Characteristics of handicapped learners
A.
Learning disabilities
B.
Mental retardation
C.
Behavior disorders
3
D.
Physical handicaps
II.
Evidenced based Learning principles
A.
Multi-level
B.
Lifelong
C.
Domains
D.
Environments
E.
Student variables
F.
Intellectual processes
III.
Planning instruction
A. Physical variables
B. Psychosocial variables
C. Student variables
D. Aligning instruction with PA standards
IV.
Assessment
A. Purpose
B. Types (standardized, informal, criterion referenced, norm referenced)
C.
formative and summative assessment
D.
State assessments
E.
Screening and referral process
F. Scores (IQ, grade equivalent, performance standards)
G.
Developing rubrics
H. Curriculum based assessment, progress monitoring
V.
IEP development
A. IEP components
B. Present levels of performance
C. Writing annual goals
D. Short term objectives
E. Parental involvement
F.
Timeline for implementing IEP
VI.
Differentiated Instruction
A. Purpose
B. Rationale
C. Techniques
D. Task analysis
E. Modifications
1. Pace
2. Environment
3. increasing proficiency in math and reading and language arts
4. teaching study skills
5. technology adaptations
F. disability specific adaptations
VII.
General instructional strategies
4
A.
B.
C.
D.
E.
Characteristics of effective instruction
Factors affecting student performance
Instructional sequence
Error Analysis
Corrective feedback
VIII.
Lesson planning
A. Parts of lesson (structure, demonstrate, consolidate)
B. Writing lesson plans
C.
Modifications for identified learners
IX.
Social skills
A.
Rationale
B.
Teaching strategies
C.
Specific programs
D.
Facilitating friendships
X.
Collaboration
A.
Theoretical overview
B.
Parents
C.
Other professionals
D.
Paraprofessionals
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Revised 6/2012
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