EDSP 370 Intervention for Students with Intellectual Disabilities

This course examines the characteristics of children and adolescents with intellectual disabilities (ID). Interventions for working with the individuals with an ID in schools, churches, and community settings are addressed as well as preparing adolescents for transition into adulthood. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Special education is an area that is continuing to expand and change in many ways. It is of utmost importance that classroom and special education teachers focusing on teaching those diagnosed as having intellectual disabilities stay as current as possible on these changes, many of which will have a direct impact on how they will meet the needs of the students with disabilities they will serve. Specifically, the needs of children with intellectual disabilities lie in the areas of general academics, social and life skills, and vocational and community integration planning.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the student will submit a thread responding to the instructor’s prompt provided in each Discussion. The student will then reply to at least 2 other students’ threads. The thread must be at least 400 words, and each reply must be at least 200 words. For each thread, the student must support his/her assertions by integrating course materials into the thread, including at least 1 reference to the course-embedded textbook in current APA format and incorporate at least 1 biblical principle with a Scripture reference. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last 5 years. Acceptable sources include the textbook, the Bible, educational journals, and reputable websites. (CLO: B, C, D, E, F)

Essay on Intellectual Disabilities Assignment

The student will write an essay summarizing the changes in the perception and treatment of those with intellectual disabilities, as well as the current definition of ID and the systems used to classify the levels of severity. The summary section should be at least 3 pages (excluding title and reference pages) and incorporate at least 3 citations of appropriate sources. The textbook for this course is required to be the primary source for the summary section, though additional sources may be utilized. The summary section should be followed by a reflection section of at least 1 page stating the student’s personal philosophy on how individuals with intellectual disabilities should be viewed/treated, including how this is guided by faith with at least 1 biblical reference. The paper must follow current APA guidelines with a title page, source citations, and a reference page. The paper must be double-spaced, with 12-point Times New Roman font, 1-inch margins, and proper pagination and must meet all other writing and structure expectations. (CLO: A, G)

Narrated PowerPoint Assignment

The student will create a narrated PowerPoint presentation explaining intellectual disability and the special education process in terms understandable by parents/guardians and family members. Since PowerPoint slides are to provide main ideas, the student will either need to narrate and record the presentation or provide a script of what the student would say in the “notes” section on all slides. The presentation should contain at least 12 slides, including title and references slides, with clear support/illustrations from relevant sources and creative use of graphics, text, and/or animation. The presentation must provide the following: a definition of intellectual disability; descriptions of the classification system utilized today; an explanation of the process for identifying ID; characteristics of ID for each of the classification areas of cognitive abilities, learning characteristics, and social skills; and a description of the process for determining eligibility for special education services. Sources must be cited on each slide and on the references slide in current APA format. Acceptable sources include the textbook (required) and other scholarly publications. The number of citations and sources must be adequate for the presentation. The presentation must meet all other writing and structure expectations. (CLO: A, D)

Individualized Education Plan (IEP) Assignments (3)

The student will produce an Individualized Educational Plan addressing a specific, case-based student’s educational and behavioral needs. The student will use the Michael Jones Case Study and Individualized Education Plan IEP Template provided to complete the assignments. The template is crafted from the Virginia Department of Education’s sample IEP, so the student will need to research current information on the Virginia Department of Education website (linked under the Resources sections on the assignment pages in Canvas) to complete the assignments. Each assignment builds on previous Individualized Education Plan (IEP) Assignments as new components are introduced and instructor feedback is provided. The plan must be professionally written throughout, with no mistakes in grammar, spelling, organization, or usage. (CLO: A, B, C, D)

Individualized Education Plan (IEP): Part 1 – Notice to Diploma Assignment

Students will complete the following components of the IEP according to the assignment instructions: Notice, Cover Page, Factors, Present Levels of Academic Achievement and Functional Performance (PLAAFP), and Diploma and Transition Status. Sample PLAAFPs are linked in the Individualized Education Plan (IEP): Part 1 – Notice to Diploma Resources section on the assignment page in Canvas that the student may review.

Individualized Education Plan (IEP): Part 2 – Post-Secondary Goals to Annual Goals and Objectives Assignment

Students will revise Individualized Education Plan (IEP): Part 1 – Notice to Diploma Assignment based on instructor comments and complete the following additional components in the proper format according to the assignment instructions: Measurable Post-Secondary Goals and Transition Services, Measurable Annual Goals, and Objectives.

Individualized Education Plan (IEP): Part 3 – Accommodations/Modifications to Consent Assignment

Students will revise Individualized Education Plan (IEP): Part 2 – Post-Secondary Goals to Annual Goals and Objectives Assignment based on instructor comments and complete the following additional components in the proper format according to the assignment instructions: Accommodations/Modifications, Participation in the State and Divisionwide Accountability/Assessment System, Least Restrictive Environment (LRE), Extended School Year (ESY), and Parent Consent.

Lesson Plan Assignment

The student will complete a lesson plan for an inclusive classroom with various learning styles and disabilities, including those with ID. The Lesson Plan Template provided on the assignment page in Canvas must be used for this assignment. The student must identify a subject, grade level, topic, and subtopic for the lesson plan, as well as the state standard the lesson plan will cover (referring to the Virginia Department of Transportation website listed under Lesson Plan Resources on the assignment page in Canvas). The student will write a learning objective containing a condition, a measurable performance/practice, and a criterion. The lesson plan must include a complete list of materials with a brief explanation of how each will be used and a complete list of technology connections, including web addresses and/or names of computer programs to be used. The student will also list a specific biblical or character principle that could be incorporated into the lesson, providing a Scripture and reference, and writing a description of how the principle will be taught (refer to the Character Principles with Scripture References document under Lesson Plan Resources for a list of suitable character principles). The student will then complete the procedures for the lesson according to the assignment instructions, including a pre-assessment, an anticipatory set, instruction, guided practice, independent practice, and closure (the last four of these must align with the provided objective). The student will detail how the lesson will be modified for various learning styles and disabilities, focusing on students with ID. Finally, the student will provide a summary assessment/evaluation tool to assess whether the lesson met the objective. The lesson plan should use complete sentence structure and correct spelling, punctuation, and capitalization throughout. (CLO: A, C, E)