SPED 366: Methods for Teaching Individuals with Mild/Moderate Disabilities in Language
Arts and Content Areas
(3 hours credit)
COURSE DESCRIPTION: This course deals with the methods of teaching language arts and
content subjects to students with mild/moderate disabilities. It provides practice in selecting
goals and objectives for lesson planning, task analysis, preparing developmentally appropriate
and academically sequenced materials and evaluating intended learning outcomes. The course
will also include techniques for teaching learning strategies and promoting instructional
transitions. Candidates will develop and select instructional content, resources, and strategies
that respond to cultural, linguistic, and gender differences. The form of the course includes
lecture, small group activities, and field-based experiences each week.
PREREQUISITES: EDUC 304 or EDUC 308 depending on the area of certification (can be
taken concurrently) and concurrent enrollment in EDUC 307 and SPED 367. Full SARTE
status
STATEMENT OF CONCEPTUAL FRAMEWORK:
The College of Education’s Conceptual Framework provides direction for the development of
effective professionals. It is a living document that continuously evolves as opportunities and
challenges emerge. The four components of the CF are the institutional standards used for
candidate assessment in undergraduate and graduate programs. They are Knowledge of the
Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional
Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process
as themes that are integrated throughout all programs in the educational unit.
Refer to:
http://www.selu.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html
COURSE OBJECTIVES:
Upon completion of the course, students will have demonstrated their understanding of the
following competencies by their performance on examinations and by their successful
completion of the course requirements:
1.
2.
3.
4.
5.
6.
7.
8.
Impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities (GC:6, K1) (KL, SM)
Relationships among disabilities and reading instruction (GC:7, K4) (CK,KL,SM)
Models, theories, and philosophies that form the basis for special education practices.
(CC:1,K1) (PS, SM)
Historical points of view and contribution of culturally diverse group. (CC:1,K7) (KL,
D)
Typical and atypical human growth and development. (CC:2,K1) (KL, CK)
Similarities and differences among individuals with and without exceptional learning
needs. (CC:2,K4) (KL)
Similarities and differences among individuals with exceptional learning needs.
(CC:2,K5) (KL, D)
Effects an exceptional condition(s) can have on an individual’s life. (CC:3,K1) (KL,
9.
10.
11.
12.
14.
15.
16.
17.
SM,CK)
Specialized materials for individuals with disabilities (GC:4, K1) (KL,SM)
Strategies to prepare for and take tests (GC:4, K2) (SM)
Advantages and limitations of instructional strategies and practices for teaching
individuals at-risk for a disability (GC:4, K3) (KL, SM)
Prevention and intervention strategies for individuals at-risk for a disability (GC:4, K4)
(CK,KL,SM)
13.Strategies for integrating student initiated learning experiences into ongoing
instruction (GC:4, K5) (SM,CK).
Impact of learners’ academic and social abilities, attitudes, interests, and values on
instruction and career development. (CC:3,K2) (KL, SM,CK)
Differing ways of learning of individuals with exceptional learning needs including those
from culturally diverse backgrounds and strategies for addressing these
differences.(CC:3, K5) (KL,SM,CK, D)
Demands on learning environments. (CC:5,K1) (KL, SM,CK)
Effective management of teaching and learning. (CC:5,K3) (KL, SM, CK)
LEARNER OUTCOMES:
By the conclusion of this course, the student will be able to:
(NOTE: Learner Outcomes with a * are addressed in products submitted by students)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Use strategies to support and enhance communication skills of individuals with
exceptional learning needs. (CC:6,S1) (KL, SM,CK) -Product
Use communication strategies and resources to facilitate understanding of subject matter
for students whose primary language is not the dominant language. (CC:6,S2) (SM,CK,
KL, D) -Product
Use verbal, nonverbal, and written language effectively (CC:9, S8) (SM) - Product
Use reading methods appropriate to individuals with disabilities (GC:S4)(SM) - Product
Implement systematic instruction in teaching reading comprehension and monitoring
strategies (GC:4, S14) (CK,SM) -Product
Teach strategies for organizing and composing written products (GC:4, S15) (CK,SM) Product
Implement systematic instruction to teach accuracy, fluency, and comprehension in
content area reading and written language (GC:4, S16) (CK,KL,SM) -Product
Enhance vocabulary development (GC:6, S1) (KL,CK,SM)
Teach strategies for spelling accuracy and generalization (GC:6,S2)(SM)
Teach individuals with disabilities to monitor for errors in oral and written language
(GC:6, S3) (KL,CK,SM)
Teach methods and strategies for producing legible documents (GC:6, S4) (CK,KL,SM)
Provide instruction in community-based settings (GC:5, S1) (SM)
Use and maintain assistive technology (GC:5, S2) (KL,SM,T)
Plan instruction in a variety of educational settings (GC:5,S3)(KL,CK,SM)-Product
Modify pace of instruction and provide organizational cues.(GC:4,S6)(SM,CK)- Product
Use appropriate adaptations and technology for all individuals with disabilities (GC:4,
S7) (SM,KL,CK, T)
Resources, and techniques to transition individuals with disabilities into and out of school
18.
19.
20.
21.
22.
23.
24.
25.
26.
and post-school environment (GC:4, S8) (CK,KL,SM,D,T)
Act ethically in advocating for appropriate services (CC:9, S3) (SM)
Conduct professional activities in compliance with applicable laws and policies (CC:9,
S4) (SM)
Demonstrate commitment to developing the highest education and quality-of-life
potential of individual with exceptional learning needs. (CC:9,S5)(SM)
Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals (CC:9, S6)(KL,SM, D)
Practice within one’s skill limit and obtain assistance as needed. (CC: 9, S7) (SM)
Develop comprehensive, longitudinal individualized programs. (CC:4,S3) (SM,CK)
Identify and prioritize areas of general education curriculum and accommodations for
individuals with exceptional learning needs. (CC:7,S1) (,PS,KL,SM,CK)
Develop and implement comprehensive, longitudinal individualized programs in
collaboration with team members. (CC:7,S2) (KL,SM,CK) - Product
Involve the individual and family in setting instructional goals and charting progress.
(CC:7,S3) (SM,CK, KL)
COURSE OUTLINE:
I.
General aspects of teaching
II.
Louisiana components of effective teaching (LCET)
III.
Curriculum – comprehensive curriculum and core curriculum
IV.
Lesson plans – components, why we have them, how to write them, purpose
V.
Students with disabilities/IEPs/general information
VI.
Components of reading
VII. Teaching reading
VIII. Teaching spelling
IX.
Teaching handwriting
X.
Teaching written expression
XI.
Teaching social studies
XII. Differentiated instruction
XIII. Universal design for learning (UDL)
ARTIFACTS APPROPRIATE FOR PORTFOLIO:
Lesson Plans: Performance Outcomes – 1.1 Planning, 2.2 Time Management, 3.1 Strategies, 3.2
Content Knowledge, 3.3 Thinking/Problem Solving, 3.4 Individual Differences, 3.5 Connections,
3.6 Real World
Profession Development Activities – Performance Outcome 4.1 Professional Growth
Professional Attributes and Characteristics Rating Scale/Lesson Plan Reflection –
Performance Outcome 4.2 Self-Development
FIELD EXPERIENCE:
Hours: 25 total hours
Type: Direct teaching (small group, large group, one-on-one)
REQUIRED UNIT/PROGRAM ASSESSMENTS:
Field experience hours
Service learning hours
COURSE EVALUATIONS
Comprehensive examination
Observation evaluation
Dispositions
ELA unit plan
Lesson plans
KNOWLEDGE BASE
Allor, J.H., & Chard, D.J. (2011). A comprehensive approach to improving reading fluency for
students with disabilities. Focus on Exceptional Children, 43(5), 1-12.
Almasi, J. F., & Fullerton, & Fullerton, S.K. (2012). Teaching strategic processes in reading (2nd
ed). New York: Guilford Press.
Bender, W. N. (2008). Differentiating instruction for students with learning disabilities:
Best teaching practices for general and special educators. New York: Corwin
Press.
Bursick, W. D., & Damer, M. (2010). Teaching reading to students who are at-risk
or have disabilities: A multi-tier approach (2nd ed.). Merrill.
Cabell, S., & Justice, L. (2013). Improving children’s language skills through classroom
conversations. Better Evidence-Based Education, 5(2), 8-9.
Cohen, L.G., & Spenciner, L. J. (2009). Teaching students with mild and moderate
disabilities: Research-based practices (2nd ed.). New York: Merrill.
Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2012). Classroom instruction that works:
Research-based strategies for increasing student achievement (2nd ed.). Denver, CO:
ASCD/McREL.
Denton, C.A. & Al Otaiba, S. (2011). Teaching word identification to students with reading
difficulties and disabilities, Focus on Exceptional Children, 43(7), 1-16.
Frank, C.B., Grossi, J.M., & Stanfield, D.J. (2006). Applications of reading strategies within the
classroom: Explanations, models, and teacher templates for content areas in grades 312. New York: Pearson/Allyn and Bacon.
Graham, S., Harris, K.R., & Hebert, M. (2011). It is more than just the message: Presentation
effects in scoring writing. Focus on Exceptional Children, 44(4), 1-12.
Henley, M. R. (2009). Characteristics of and strategies for teaching students with mild
disabilities. New York: Merrill.
Hogan, T.P., Bridges, M.S., Justice, L.M., and Cain, K. (2011). Increasing higher level language
skills to improve reading comprehension. Focus on Exceptional Children, 44(3), 1-20.
Jitendra, A.K., & Gajria, M. (2011). Reading comprehension instruction for students with
learning disabilities. Focus on Exceptional Children, 43(8), 1-16.
Morlini, I., Stella, G., & Scorza, M. (2013). Assessing decoding ability: The role of speed and
accuracy and a new composite indicator to measure decoding skill in elementary grades.
Journal of Learning Disabilities, 46(4), 52-73.
Wagner, R.KK., & Meros, D. (2010). Vocabulary and reading comprehension: Direct, indirect,
and reciprocal influences. Focus On Exceptional Children, 43(1), 1-11.
SPECIAL EDUCATION PUBLICATION WEBSITES
Teaching Exceptional Children http://journals.sped.org/index.cfm?fuseaction=tec_toc
Exceptional Children http://journals.sped.org/index.cfm?fuseaction=ec_toc
CEC Today Online http://www.cec.sped.org/bk/cectoday/index.html
Special Education/Gifted Education Journals http://ericec.org/fact/journals.html
The Journal of Special Education http://www.proedinc.com/jse.html
Remedial and Special Education http://rse.sagepub.com/
Intervention in School and Clinic http://isc.sagepub.com/
Journal of Learning Disabilities http://ldx.sagepub.com/