SPED 602 - Educational Practices: Extensive Support Needs

Units: 4
Education Specialist candidates in Moderate-Severe Disabilities learn to instruct and support the diverse range of students through general and special education evidence-based curricular and instructional practices in behavioral, academic and related domains.

Prerequisites: Admission to M.S. Special Education program.
Possible Instructional Methods: On-ground, or Hybrid or Online-Asynchronous.
Grading: A-F grading 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 moderate to severe disabilities.
Demonstrate knowledge of learning and performance characteristics of students with moderate- severe disabilities and their implications for instruction and support needs.
Demonstrate understanding of the differences among and evidence related to various instructional approaches for students with M-S disabilities (e.g., UDL vs. modification alone; differentiated vs. whole group; developmental/academic and functional skills; academic intervention vs. adaptation alone).
Articulate 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.
Demonstrate understanding of the purposes of informal and formal assessment, including ecological/functional assessment, and a variety of assessment tools.
Review and analyze/critique common core curriculum implementation, instructional strategies, activities, and materials appropriate for students with moderate to severe disabilities.
Demonstrate understanding of core concepts including: partial participation; the need for individualized adaptations, including activity, skill sequence, materials and other adaptations that facilitate meaningful learning and participation of students in Common Core curriculum and across multiple natural environments.
Demonstrate knowledge of key factors and considerations related to the instruction of critical skills and activities for students with moderate-severe disabilities across ages.
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.