SPED 601 - Research Based Practices For Students with Disabilities

Units: 4
Methods, practices, materials, media and technology to increase student learning across special and general education; instruction, intervention and adaptation within and across CCSSS curriculums. Strategies for designing and implementing evidence- based curricular and instructional practices in academic and related areas.

Prerequisites: Admission to M.S. Special Education program.
Possible Instructional Methods: Entirely On-ground, or Entirely Online, or Hybrid.
Grading: A-F grading only.
Course Typically Offered: Fall ONLY

Student Learning Outcomes - Upon successful completion of this course students will be able to:

Analyze historical and current research, trends, issues, methodology, and service delivery patterns in relation to effective, evidence-based teaching practices for educating diverse students from with mild-moderate to severe disabilities.
Research experiences, diverse and global perspectives, problem-based learning, shared intellectual experiences.
Identify learning and performance characteristics of students with mild-moderate disabilities and their implications for instruction and support needs.
Shared intellectual experiences, research experiences, diverse and global perspectives.
Demonstrate understanding of the differences among and evidence related to various approaches (e.g., UDL vs modification alone; UDL vs differentiated, differentiated vs. large group; developmental/academic vs. functional skills; academic intervention vs. adaptation alone) to the instruction of diverse students.
Shared intellectual experiences, research experiences, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, field based learning.
Demonstrate competence in articulating the evidence-based definition of inclusive education; the legal and research basis in terms of the rationale for, components and outcomes of inclusive education in terms of the impact on students’ social, communication, behavioral and academic skills.
Shared intellectual experiences, research experiences, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations.
Demonstrate knowledge of Response to Intervention/MTSS tiers and how progress monitoring is essential to student success.
Field based learning, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations.
Review and analyze curricula, instructional strategies, activities, and materials that are appropriate for students with mild to moderate disabilities, including the use of web based applications and content area software.
Building cross-curricular perspectives, problem-based learning, field based learning, performances, demonstrations and presentations.
Identify and apply evidence based instructional strategies to enable candidates to meet standards and access curriculums building cross-curricular perspectives, field based learning, problem-based learning, performances, demonstrations and presentations.
Demonstrate understanding of the concepts of: partial participation; the need for individualized adaptations, including activity, skill sequence, materials and other adaptations that facilitate meaningful learning and participation of students in core curriculum and across multiple natural environments; as well as the need for generalization programming, and the fit of these with ongoing intervention in targeted student need areas.
Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, problem-based learning, performances, demonstrations and presentations, research experiences.
Demonstrate knowledge of important curricular and cultural concerns of parents as well as the importance of involving parents as active team members in the education of students with mild-severe disabilities.
Building cross-curricular perspectives, problem-based learning, performances, demonstrations and presentations, research experiences.
Discuss historical and current research, trends, issues, methodology, as they relate to effective, evidence-based teaching practices for educating students from with mild/moderate disabilities including ADD/ADHD, specific learning disabilities, emotional disturbance, autism spectrum disorders and/or diverse backgrounds.
Research experiences, performances, demonstrations and presentations.
Discuss the IEP process including the development of academic goals, transition skills and evidence to demonstrate progress.
Research experiences, performances, demonstrations and presentations, problem-based learning.
Identify and become familiar with various curriculums, methods and materials as they relate to the State of California and Common Core standards and curriculum frameworks.
Incorporate strategies to enable students to gain the academic skills to participate in home, school and community.
Collaborative projects and assignments, building cross-curricular perspectives, research experiences, progressive assignments with ongoing feedback.
Become familiar with a variety of assessment tools in the areas of oral language, reading, written expression, and mathematics.
Collaborative projects and assignments, performances, demonstrations and presentations, research experiences.
Identify models and practices for transition across the lifespan.
Diverse and global perspectives, collaborative projects and assignments, field based learning, progressive assignments with ongoing feedback.