Course number and title: 6320 Students With Special Learning Problems
Submission date: 3/05/08
Submitted by: Clarence Rohrbaugh
SPED Course Outcomes
SPED 6320: Dr. Moroose
Chapter 1 - Foundations of Special Education for Student with Mild Disabilities :
1. Explain the historical roots of general and special education.
2. Discuss how cultural diversity of the school population influences
educational policy.
3. Define special education and discuss its key issues.
4. Describe how perspectives on handicappism influence opportunities for
individuals with disabilities.
5. Contrast legislation and judicial decisions that have advanced the rights of
individuals with disabilities.
6. Identify key components of the Individuals With Disabilities Education Act
(formerly the Education for All Handicapped Children Education Act.)
7. Describe who is eligible for special education services.
8. Describe students with mild disabilities.
9. Compare the advantages and disadvantages of labeling students by
placing them in categories of disabilities.
10. Explain leas restrictive environment and how special education mandates
influence special education placement
Chapter 2: Overview of Students with Mild Disabilities :
1. Compare categorical and cross-categorical identification of students with
mild disabilities.
2. Discuss generalities that can be made about students with mild
disabilities.
3. Discuss organic and environmental causes of mild disabilities.
4. Describe special populations at-risk of educational and school failure.
5. Discuss social programs for students at-risk.
6. Explain the due process procedures that must be followed when making
decisions about who will receive services in special education.
7. Contrast the following mild disabilities - Asperger's syndrome, ADHD,
nonverbal learning disabilities, and pervasive developmental disorder.
8. Discuss common learning and behavioral characteristics of students with
mild disabilities.
9. Describe characteristics of an at-risk student.
Chapter 3: Students with Mild Mental Retardation:
1. Explain the contribution of intelligence and IQ testing to social and
educational practices for people identified with mental retardation.
2. Define mental retardation.
3. Describe the role of adaptive behavior in defining mental retardation.
Chapter 4: Students with Behavioral/Emotional Disorders :
1. Explain the foundations of behavior disorders.
2. Discuss the federal definition of emotional disturbance.
3. Identify at-risk signs of student mental health problems.
4. Describe the prevalence of emotional/behavioral disorders and
explain the relationship between identification criteria and numbers
of people receiving special education.
5. Describe the differences between the types of emotional/behavioral
disorders.
6. Contrast theoretical views of emotional/behavioral disorders.
7. Explain the ecological model.
8. List and describe primary characteristics of behavior disorders.
9. Describe general interventions and instructional procedures used
by teachers of students with behavior disorders.
10. Describe specific activities used by teachers to change behavior
and improve emotional ans social problems of students with
behavior disorders.
Chapter 5: Students with Learning Disabilities :
11. Explain the contribution of early research and brain research to
current practices in the field of learning disabilities.
12. List and describe causes of learning disabilities.
13. Define learning disabilities and discuss professional concerns
related to current definitions.
14. Describe the prevalence of learning disabilities and explain the
relationship between identification criteria and numbers of people
receiving special education.
15. List and describe primary characteristics of students with learning
disabilities.
16. Discuss relations between learning disabilities and attention deficit
disorders.
17. Describe general interventions and instructional procedures used
by teachers of students with learning disabilities.
18. Describe specific activities used by teachers to improve academic
and interpersonal skills of students with learning disabilities.
Chapter 6: The Inclusive Classroom :
1. Contrast least restrictive environment, mainstreaming and
inclusion.
2. Describe the range of services for students with mild
disabilities.
3. Describe the steps for introducing an inclusion program.
4. Compare the benefits of peer tutoring and cooperative
learning.
5. Explain the role of the consulting teacher.
6. Discuss co-teaching and consultation inclusion models.
7. Explain the rationale for inclusion.
8. Discuss specific areas of interest for collaborative reform
efforts between general and special educators.
9. Describe court cases that have established legal principles
for inclusion.
10. Discuss the ramifications on No Child Left Behind on
services for students with special needs.
Chapter 7: Learning and Teaching :
11. Discuss how student perception about the school
curriculum influences school performance.
12. Explain how a developmental perspective can provide
insight into student behavior.
13. Describe learning styles and the affect of student emotions
on learning.
14. Explain multiple intelligence and its applications to the
classroom.
15. Contrast the following instructional models:

Direct Instruction

Learning Strategies

Functional Curriculum

Student-Centered Learning

Precision Teaching

Brain-Compatible Instruction

Multi-sensory Instruction

Instructional Scaffolding

Technology
16. Explain how discrete instructional models can be integrated
into a comprehensive approach to instruction.
17. Provide practical suggestions for teaching students with
differing learning styles.
Chapter 8: Instructional Modifications :
18. Discuss instructional strategies for students with mild
disabilities and tell how these compare to instructional
strategies used with students without disabilities.
19. Describe how classroom time management affects learning.
20. Differentiate between allocated time, engaged time, and
academic learning time.
21. Discuss alternative testing and grading systems.
22. Explain how effective teaching depends upon good
communication between teacher and students.
23. Explain how discrete instructional strategies can be
integrated into a comprehensive approach to instruction.
24. Provide practical suggestions for modifying classroom
practices to meet the needs of students with mild
disabilities.
25. Outline the components of an individual education plan
(IEP)
Chapter 9: Classroom Management :
26. Cite how teacher attitude influences classroom
management.
27. Compare and contrast functional behavior assessment and
positive behavioral supports.
28. Explain preventive discipline.
29. Describe life space crisis intervention.
30. Explain uses of emotional first aid.
31. Discuss behavior modification strategies.
32. Identify non-verbal and verbal classroom interventions.
33. Discuss pros and cons of using punishment in the
classroom.
Chapter 10: Teaching Social Skills :
1. Explain emotional intelligence.
2. Explain why social skills instruction is
needed for students with behavior or
emotional problems.
3. Identify criteria for evaluation social skill
programs.
4. Define character education, and give
examples of character education programs.
5. List specific social skills that comprise selfcontrol.
6. Apply a problem solving model for
responding to persistent classroom
disturbances.
Chapter 11: Building Family Partnerships :
7. Describe the social and economic conditions
that threaten children and families in the
United States.
8. Discuss factors that enhance teacher-family
cooperation.
9. Describe characteristics of model programs
that promote family involvement in schools.
10. Explain the impact of having a youngster
with special needs on each member of the
family.
11. Discuss the sources and types of support
available to families of students with special
needs.
12. Explain how teachers can enhance
communication with families.
SPED Course Outcome and Direct Measures
Dr. Steve Pavlovic