KUTZTOWN UNIVERSITY
Department of Special Education
SPU 330
Teaching Students with Low Incidence Disabilities
COURSE DESCRIPTION
The course will address medical, physical, psychological and educational aspects of students with low
incidence disabilities. The major focus of this course will be teaching students with moderate or severe
retardation, severe behavior disorders, including any of the Autistic spectrum disorders. Included will be
an examination of evidenced based strategies relevant to the education, training, and habilitation of
students with low incidence disabilities. Specific content includes data based decision making,
functional behavior assessment, communication training and creating positive learning environments. 3
s.h. 3 c.h. Prerequisite: SPU 318.
RATIONALE
The current cross-categorical Mentally and/or Physically Handicapped certification necessitates a
specialized course designed to orient prospective special educators to the area of students with low
incidence disabilities. The unique needs of this population of learners require specific content in order
to plan and deliver effective instruction. Current best practices support an individualized approach when
creating positive learning environments for this population.
OBJECTIVES
Upon completion of the course, the teacher candidate will be able to:
Objectives
Standard
KU
Concept
PDE
1. Identify and demonstrate an understanding of learning
differences and reflect these differences in Individual
Education Plans.
2. Apply characteristics associated with specific areas of
disability and their impact on learning.
I.
II.B1
I.
II.B2
3. Identify present educational levels of academic and
functional educational performance based on formative
assessment and student performance.
4. Determine evidence-based interventions that meet students’
needs, based on formative assessment, developmental and
educational information.
5. Identify and differentiate learner differences within each
disability category based on a student’s level of functioning
rather than classification.
6. Identify and implement a level of appropriate support based
on individual differences and identify providers or methods
of providing necessary supports.
I.3
II.1
II.B3
I.
II.1
CEC
INTASC
GC1K1
CC2K2
CC2K5-6
GC3S1
CC4S3
GC4K3
GC7S2
CC7S4
CC8S5-6
2a, h
II.B4
GC4S1
CC7S4
CC8S1
6a, t/u
7d
I.
II.B5
GC1K1
CC2K6
6c, e, g
I.
II.B6
GC3S1
GC10K3
2f
8a-b, r
10b, e
1b, d
2a, g
6g, l, t/u
7. Design a learning environment that is respectful of students
with disabilities.
8. Foster positive, inclusive, learning settings in cognitive,
behavior, language, physical, and social domains.
I.
III.
I.
IV.B4
9. Establish and maintain consistent standards of classroom
and individual student behavior through the use of positive
techniques and resources.
I.
II.5
IV.B6
10. Identify barriers to accessibility and acceptance of
individuals with disabilities as well as potential strategies
and skills necessary to overcome potential barriers.
11. Recognize the contribution of family and students in
identifying causes and preventions of inappropriate
behaviors.
I.
IV.B8
I.
IV.B12
12. Identify and explicitly teach social skills needed for all
educational settings.
I.
IV.B13
13. Identify and implement crisis prevention and intervention
techniques indicated in a student’s behavior plan.
I.
IV.B14
14. Participate and contribute in the development of positive
behavioral support plans.
I.
IV.B15
15. Develop, support and demonstrate positive, inclusive
learning environments for all students by promoting the
engagement and independence of students with disabilities
in classroom environments.
16. Adapt physical environments to provide optimal learning
opportunities for students with disabilities.
17. Identify and implement methods for ensuring individual
academic success in one-to-one, small-group, and largegroup settings.
18. Provide instruction in community-based settings to students
with disabilities.
19. Use and maintain assistive technologies that support student
participation.
I.
II.5
III.
IV.B16
I.
II.5
I.
20. Plan instruction in a variety of educational settings.
21. Teach students with disabilities to give and receive
meaningful feedback from peers and adults.
22. Use skills in problem solving and conflict resolution for
educational plans.
23. Establish consistent and appropriate classroom routines for
students with disabilities.
24. Demonstrate the ability to integrate the IEP within the
classroom routine.
CC5S1
CC5S4
CC5S1
CC6S1
CC7S7
CC1K2
CC5K2-4
CC5S2, 5
CC5S10
GCK1-2
GC9S2
CC10S6
2n
3a, n, q
1e
2a
CC1K7
CC2K4
CC7S3
CC10S2,4
CC5K5
CC5S2
CC6S1-2
CC1K2
GC1K2
CC5K6
CC1K2
CC5S5,
10, 11
GC4K5
CC5S1,4,
9
1k
10d, m, q
IV.B17
GC5K2
IV.B18
GC5K3
3d
7b
3b, j, o, p
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.B5
IV.B25
3k
2h
3d
7b
1a, e
3h, l, q
8m, q
3d, o
7a
10b
3a-b. f, k
3n, p, q, r
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
ASSESSMENT
Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives
will be based upon a subset the following:
Reflective journal (see below)
Objective tests
Writing assignments
Group and individual presentations
Midterm examination
Active participation in class and in discussions
Final examination
Completion of an observation in a classroom serving students with low incidence disabilities (moderate
– severe retardation, autism, Asperger syndrome, multiply disabled) is a course requirement.
Classrooms identified as multihandicapped support, life skills support, emotional support and/or autistic
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”.
COURSE OUTLINE
I.
Overview
A. Historical perspective
B. Terminology, definitions, legal mandates
C. Characteristics, classification
II.
Etiology and Symptomatology
A. Neurological disorders
B. Orthopedic disorders
C. Health impairments
D. Concomitant disabilities
E.
Psycho-social aspects of low incidence handicapping conditions
F.
Autism spectrum disorders
1. autism
2. Asperger syndrome
3. pervasive developmental delay
III.
Assessment
A. Developmental - functional
B. Criterion referenced, norm referenced
C. Ecological inventory
D. IEP development
E. ABC analysis of behavior
IV.
Communication
A. Rationale for communication training
B. Communication modes
C. Augmentative and alternative communication systems
D.
giving and receiving meaningful feedback
V.
Systematic instruction, functional academics
A. Strategies (e.g., system of least prompts, graduated guidance, time delay)
B. General case instruction
C. Community based instruction
VI.
Behavior management
A. Theoretical roots
B. Positive - negative reinforcement - punishment
C. Functional analysis of behavior (ABC analysis)
D. Positive behavior support plans
VII.
Social skills
A. Evidenced based strategies for friendship building
B.
Facilitating interactions between all students
VIII.
Family involvement
A. Family types and systems framework
B. Special challenges
C. Supporting families of students with low incidence disabilities
IX.
Instruction in the general classroom
A. Rationale
B. Modifying the physical environment
C. Modifying the psychosocial environment
D. Collaboration with general education teachers
X.
Post secondary options
A. Rationale
B. Placement options
C. Interagency cooperation
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Revised 6/2012