KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
Department of Special Education
College of Education
I. Course Description: Course Prefix, Number and Title
SPU 320 Special Education Processes and IEP Development
This course relates to the nature, design, analysis, and application of curriculum components for K-8
students with mental/physical disabilities. An in-depth study of assessment based instruction and
development of the Individualized Education program will be provided. Specific attention will be given
to planning and implementing appropriate individualized instruction for identified students with special
needs and to support identified students in the general classroom. Monitoring student progress through
data collection will also be addressed. 3 s.h. 3 c.h. Prerequisite: SPU 318.
II. Course Rationale
Current federal and state legislation requires all special education students have a formal, individualized
program of study. Given the unique needs of students eligible for special education services,
constructing individualized programs and IEPs is critical for the pre-service teacher. Additionally, the
pre-service teacher needs exposure to and experience in data collection and progress monitoring of
student learning.
III. Course Objectives
Objectives
Standard
1. Provide high-quality and well-defined instruction in a whole
class structure in order to demonstrate learning connections
and learning strategies
2. Instruct small groups and provide a differentiated instruction
period in the general education classroom.
3. Model the learning and instructional strategies portion of
“core curriculum” with prioritized content specified in the
district curriculum and specific core strategies selected at
each grade level.
4. Implement strategic instruction in addition to core
instruction.
5. Provide explicit instruction and guided practice in targeted,
key areas for students who show evidence of falling behind.
6. Demonstrate the direct relationship between IEP
development, implementation and progress monitoring to
the general education curriculum via academic standards
1
KU
Concept
I.
V.A1
GC4S3
GC4S10
1d
8j
I.
V.A2
8a
I.
II.5
V.A3
CC4S3
GC7S2
CC7K2
CC7S6
I.
II.5
I.
II.5
V.A4
CC7K2
CC7S6
GC4K4
GC7K3
I.3
V.A7
7a-c, g
8a, d, l, s
1a, d, j
2b, l
7j, l
7b, f
10a-c
PDE
V.A5
CEC
CC7K3
CC7S1
CC7S6
INTASC
7a,g
and anchors.
7. Demonstrate the direct relationship between assessmentpresent educational levels and the IEP goals and specially
designed instruction, as measured by progress monitoring
data.
8. Demonstrate present educational levels in a more detailed
narrative form, ensuring the inclusion of progress
monitoring data in a standards aligned curricula benchmarkbased information described that represent the student’s
learning.
9. Demonstrate that the impact of accommodations that is
directly related to assessment information and includes
items that the student needs across all settings.
10. Demonstrate how accommodations are to be implemented
by all teachers who teach the student, realizing it is not
specific to a subject, but related to a student’s skills deficits.
11. Demonstrate the IEP is not a lesson plan or curriculum; it
provides a detailed outline of what the student needs to be
successful in the general education curriculum.
12. Identify core concepts of development that are evidencebased in order to contribute to effective program planning
and IEP development.
13. Identify and demonstrate an understanding of learning
differences and reflect these differences in Individual
Education Plans.
14. Identify and implement a level of appropriate support based
on individual differences and identify providers or methods
of providing necessary supports.
15. Design a learning environment that is respectful of students
with disabilities that support student participation.
16. Plan instruction in a variety of educational settings.
I.3
V.A8
CC7S4
CC8S6
CC8S8
CC8S9
6a, c, g, l
I.1
V.A9
CC8S10
6n, o, r
I.
II.3,4, 5
V.A10
CC8K5
CC8S4/9
GC8S3
6h,p, u
I.
II.3
V.A11
CC7S1
CC8K5
2a-b
8s
I.
V.A12
CC7S6
7a-c, p
8d
I.
II.1
II.A8
1a-b, d-e
7k
I.
II.B1
I.
II.B6
CC2K1-2
GC3S1
CC7K1
GC1K1
CC2K2
CC2K5-6
GC3S1
GC10K3
IV.B4
17. Use skills in problem solving and conflict resolution for
I.
III.
I.
II.4
I.1,2
educational plans.
18. Demonstrate the ability to integrate the IEP within the
classroom routine.
I.
II.5
IV.B25
I.
IV.E16
CC8S6
CC10K
CC10K2
I.
IV.A5
GC4S7
19. Identify effective instructional design methods for Develop
IFSPs, IEPs, and Section 504 Plans in conjunction with all
team members based on assessment data and the needs of
the student.
20. Use appropriate adaptations and technology for all
individuals with disabilities.
2
IV.B21
IV.B23
CC5S1
CC5S4
GC5S3
GC5S5
CC10S7
GC5S6
CC7S1
2a, h
2f
8a-b, r
10b, e
2n
3a, n, q
7b-c
8c
10a-b, n, r
2a-b, h
3a, k
7a
6c
10a-b
2a-b, f
3m
5l
7b, k
8n
IV. 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:
1. Written examinations based on course lecture content
2. Completion of a grouping/scheduling simulation.
3. Completion of an IEP writing simulation
4. Completion of assigned short research activities
5. Completion of field based classroom experience
6. Reflective journal
V. Course Outline
I. Curriculum Design Framework in Special Education
A. Legal and Social Mandates Affecting Design
B. Teacher Competencies
C. Placement Alternatives
D. Goals of Special Education
E. Diagnostic-Prescriptive Model
1. Referral and Assessment
2. Program Planning
a. Determining Classroom Type
b. Determining Levels of Intervention
c. Determining Locations of Intervention
3. Student Goal Planning
II. Curriculum Components
A. Content
1. Core Content and Ancillary Areas
2. Scope and Sequencing
a. Standards Driven
b. Student Specific
c. Commercial Resources
B. Methodological Considerations
1. Procedures for Facilitating Acquisition, Retention, and Transfer
2. Structuring Classroom Environments
a. Physical Arrangements
b. Grouping
c. Scheduling
d. Logistical Issues related to Inclusion
3. Classroom Assessment
4. Working with Others
a. General Classroom Faculty
b.Paraprofessionals
c. Parents
5. Management Systems
C. Selecting Classroom Media and Materials
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III. Developing Individualized Programs
A. Program Continuity/Purposes/Intent of Curriculum, K-12
B. Development of Individualized Educational Plans
C. Develop Individualized Family Service Plans
D. Section 504
E. Weekly and Daily Lesson Planning
F. Progress Monitoring
VI. Instructional Resources
Bartlet, L., Etscheidt, S., and Weisenstein, G. (2007). Special education law and practice in
public schools. Columbus: Merrill.
Churchill, L. (2008). A practical guide for special education professionals. Columbus:
Merrill.
Flexer, R. Baer, R. Luft, P and Simmons, T. (2008). Transition planning for secondary
students with disabilities. Columbus: Merrill.
Gleckel, E. (2008). Collaboration and the individualized education process: RSVP to IDEA.
Columbus: Merrill.
Kampunth, T. (2006). Collaborative consultation in the schools. Upper Saddle River:
Prentice Hall.
Knowlton, E. (2007). Developing effective individualized education programs: A case based turorial.
Columbus: Merrill.
Pennsylvania Department of Education. (2008). State board of education chapter 4:
Standards and assessment. Harrisburg: Pennsylvania Department of Education,
Pennsylvania Department of Education. (2008).State board of education chapter 14: Special
education programs and services. Harrisburg: Pennsylvania Department of
Education.
Pennsylvania Department of Education. (2008). State board of education chapter 15:
Protected
handicapped students. Harrisburg: Pennsylvania Department of
Education.
Pennsylvania Technical and Training Assistance Network. (2008). http://www.pattan.k12.pa.us/.
Sitlington, P., & Clark, G. (2006). Transition education and services for students with
disabilities. Boston: Allyn and Bacon.
U.S. Department of Education (2004). Individuals with disabilities education improvement
act. Washington D.C.: U.S. Department of Education.
Weishaar, M., & Scott, V. (2006). Practical cases in special education for all educators.
Boston: Houghton Mifflin.
Revised 6/2012
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