KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
Department of Special Education
College of Education
I. Course Description: Course Prefix, Number, and Title
SPU 322 Teaching Students High Incidence Disabilities
This course provides information related to the development of programs for K-8 students with learning
disabilities, attention deficit disorders, and mild mental retardation. Students will be introduced to
definitions, etiologies, diagnostic procedures, and instructional techniques for these high incidence
populations. 3 s.h. 3 c.h. Prerequisite: SPU 318.
II. Course Rationale
The target populations for this course represent over fifty percent of students served in special education
programs. This fact, and the current cross-categorical certification in special education, requires a course
designed to orient students to the instructional needs of these populations.
III. Course Objectives
Objectives
Standard
KU
Concept
PDE
CEC
INTASC
1. Identify the etiologies and medical aspects of various
diagnoses affecting individuals with disabilities in order to
contribute to effective program planning.
2. Demonstrate knowledge and understanding of the
characteristics of each of the disability categories and
develop effective instructional plans for students.
I.
II.A1
GC2K3
1e
I.
II.A2
2h
3. Identify the psychological and social-emotional
characteristics of individuals with disabilities.
4. Understand the similarities and differences of human
development and the characteristics between and among
learners.
5. Identify ways to understand young children; e.g. individual
appropriate, age appropriate, cultural development;
temperament; gender, pace of learning.
6. Identify core concepts of development that are evidencebased in order to contribute to effective program planning
and IEP development.
7. Identify and demonstrate an understanding of learning
differences and reflect these differences in Individual
Education Plans.
8. Apply characteristics associated with specific areas of
disability and their impact on learning.
I.
II.A3
GC1K1
CC2K2
CC7K1
CC7S1-2
GC2K4
I.
II.A6
CC2K5-6
GC2K1
7i
I.
II.A7
GC7S3, 8
GC8K4
8k
I.
II.1
II.A8
CC2K1-2
GC3S1
CC7K1
1a-b, d-e
7k
I.
II.B1
GC1K1
CC2K2
CC2K5-6
2a, h
I.
II.B2
GC3S1
CC4S3
GC4K3
1b, d
2a, g
1a, e
9. Identify present educational levels of academic and
functional educational performance based on formative
assessment and student performance.
10. Determine evidence-based interventions that meet students’
needs, based on formative assessment, developmental and
educational information.
11. Identify and differentiate learner differences within each
disability category based on a student’s level of functioning
rather than classification.
12. Identify and implement a level of appropriate support based
on individual differences and identify providers or methods
of providing necessary supports.
13. Design a learning environment that is respectful of students
with disabilities.
14. Foster positive, inclusive, learning settings in cognitive,
behavior, language, physical and social domains.
I.3
II.1
II.B3
I.
II.1
II.B4
I.
II.B5
I.
GC7S2
CC7S4
CC8S5-6
6g,l, t/u
GC4S1
CC7S4
CC8S1
GC1K1
CC2K6
6a,t/u
7d
II.B6
GC3S1
GC10K3
2f
8a-b,r
10b, e
I.
III.
I.
IV.B4
2n
3a, n, q
1e
2a
15. Establish and maintain consistent standards of classroom
and individual student behavior through the use of positive
techniques and resources.
I.
II.5
IV.B6
16. Identify barriers to accessibility and acceptance of
individuals with disabilities as well as potential strategies
and skills necessary to overcome potential barriers.
especially students with disabilities through a school wide
methodology utilizing tiered approaches
17. Obtain and analyze student-specific data and implement
strategies based on behavioral data to develop interventions.
I.
IV.B8
CC5S1
CC5S4
CC5S1
CC6S1
CC7S7
CC1K2
CC5K2-4
CC5S2, 5
CC5S10
GC5K1-2
GC9S2
CC10S6
I.3
IV.B10
6g
7k
18. Identify and monitor antecedent behavior, and consequence
events to address inappropriate behavior.
I.
IV.B11
19. Recognize the contribution of family and students in
identifying causes and preventions of inappropriate
behaviors.
I.
IV.B12
20. Identify and explicitly teach social skills needed for all
educational settings.
I.
IV.B13
21. Identify and implement crisis prevention and intervention
techniques indicated in a student’s behavior plan.
I.
IV.B14
22. Develop, support and demonstrate positive, inclusive
learning environments for all students by promoting the
engagement and independence of students with disabilities
in classroom environments.
23. Adapt physical environments to provide optimal learning
opportunities for students with disabilities.
24. Identify and implement methods for ensuring individual
I.
II.5
III.
IV.B16
CC5S5-6
CC5S10-11
CC8S1-6
GC8S1
CC5K4
GC7S1
GC8S1
CC1K7
CC2K4
CC7S3
CC10S2, 4
CC5K5
CC5S2
CC6S1-2
CC1K2
GC1K2
CC5K6
GC4K5
CC5S1,4,9
I.
II.5
I.
IV.B17
GC5K2
IV.B18
GC5K3
3d
7b
3b, j, o, p
IV.B5
6c, e, g
3k
2h
3d
7b
1a
8a-b
1k
10d, m, q
1a, e
3h, l, q
8m, q
3d, o
7a
3a-b, f, k,
3n, p, q, r
academic success in one-to-one, small-group, and large
group settings.
25. Provide instruction in community-based settings to students
with disabilities.
26. Use and maintain assistive technologies that support student
participation.
27. Plan instruction in a variety of educational settings.
28. Teach students with disabilities to give and receive
meaningful feedback from peers and adults.
29. Use skills in problem solving and conflict resolution for
educational plans.
30. Establish consistent and appropriate classroom routines for
students with disabilities.
31. Apply appropriate reinforcement techniques in serving
individuals with disabilities.
I.
IV.B19
GC5S1
I.
IV.B20
GC5S2
CC7S9
I.
II.4
I.2
IV.B21
GC5S3
IV.B22
GC5S4
I.1,2
IV.B23
I.
II.5
I.
II.5
IV.B24
GC5S5
CC10S7
CC5S12
GC5S6
GC5S6
CC7S1
IV.B25
7b-c
8c
4g
6i
7k
8n, r
7b-c
8c
3h,o
6q
10a-b,n, r
3d, k
2a-b, h
3a, k
7a
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 content
2. Completion of major research project
3. Completion of assigned short research activities
4. Completion of field based classroom experience
5. Reflective journal (see below)
Completion of an observation in a classroom serving students with high incidence disabilities (mild
retardation, learning disabilities, ADD/ADHD) is a course requirement. Classrooms identified as
learning support are appropriate for this observation. After the observation, complete the attached
observation form and turn it in to the professor. Follow the rubric when reflecting upon the observation.
Failure to complete this experience will result in a course grade of “incomplete”.
V. Course Outline
I. Nature of High Incidence Disabilities
A. Definitions
1. IDEIA
2. State (PA)
3. Definitional and Eligibility Issues
B, Incidence and Prevalence
C. Etiology
1. Biophysical
2. Environment
3. Cultural and Diversity Influences
D. Characteristics
1. Learning
2. Social Emotional
3. Overlapping characteristics
4. Associated Disorders
II. Program Approaches
A. Devlopmental Lag Models
B. Cognitive Processing Models
C. Functional Skills Models
D. Standards Based Curriculum Models
III. Instructional Considerations
A. Placement
1. General Education
2. Itinerant Services
3. Resource Room
4. Part Time Arrangements
B. Assessment
1. Formal Devices
2. Classroom Assessment Procedures
3. Progress Monitoring
C. Working with Others
1. Specialty Staff
2. Paraprofessionals
3. Parents
D. Inclusion
1. Roles/Responsibilities of Special and General Education
2. Differentiated Instruction/ Reasonable Accommodations
a. Physical Environment
b. Instructional Delivery
c. Classroom Assessment/Grading
d. Management/Behavior Supports
e. Use of Technology
E. Evidence Based Practices
1. Direct Instruction
2. Multisensory Instruction
3. Collaborative Consultation
4. Cooperative Learning
5. Co Teaching
6. Precision Teaching
7. Graphic Organizers
8. Learning Strategies
IV. Issues, Trends, Future Directions
VI. Instructional Resources
American Association on Intellectual and Developmental Disabilities. (2007). Quality of life
for people with intellectual and other developmental disabilities. Washington,
D.C.: American Association on Intellectual and Developmental Disabilities.
Bender, W. (2008). Learning disabilities: Characteristics, identification, and teaching
strategies (6th Ed.). Boston: Allyn and Bacon.
Bos, C., & Vaughn, S. (2006). Strategies for teaching students with learning and behavior
problems (6th Ed.). Boston: Allyn and Bacon.
Brown, I., and Percy, M. (2007), A comprehensive guide to intellectual and developmental
disabilities. Baltimore: Brooks.
Drew, C., and Hardman, M. (2007). Intellectual disabilities across the lifespan. Columbus:
Merrill.
Henley, M., Algozzine, R., and Ramsey, R. (2009). Characteristics of and strategies for teaching
students with mild disabilities. Columbus: Merrill
Lerner, J., and Johnson, B (2008,). Learning disabilities and related mild disorders:
Characteristics, teaching strategies, and new directions. Boston: Houghton Mifflin.
McNamara, B. (2007). Learning disabilities: Bridging the gap between research and classroom
practice. Upper Saddle River: Prentice Hall.
Parette, H., and Peterson-Karlan, G. (2008). Research-based practices in developmental
disabilities (2nd Ed.). Austin: ProEd.
Pierangelo, R., and Guiliani, G. (2006).A practical approach to foundations, assessment,
diagnosis, and teaching. Upper Saddle River: Prentice Hall
Raymond, E. (2008). Learners with mild disabilities: A characteristics approach (3rd Ed.).
Boston: Allyn and Bacon.
Stichter, J., Conroy, M., and Kauffman, J. (2008). Introduction to students with high-incidence
disabilities. Columbus: Merrill.
Wehmeyer, M., Agran, M., and AAMR. (2006). Teaching students with intellectual disabilities:
Empirically based approaches. Columbus: Merrill.
Weishaar, M., & Scott, V. (2006). Practical cases in special education for all educators.
Boston: Houghton Mifflin.
Zentall, S. (2006). ADHD and education: Foundations, characteristics, methods, and collaboration.
Upper Saddle River: Prentice Hall.
Revised 6/2012