EDSP 345 Cognitive & Medical Characteristics of Students with Significant Disabilities

This course is an integral component of this degree program’s curriculum as it equips the student with the essential knowledge and skills to effectively support individuals with diverse functional abilities, including those with medical conditions, in educational settings. Understanding the coordination of services with related providers, individualized supports, and the development of tailored Individualized Education Programs (IEPs) is crucial for educators in this discipline to foster inclusive environments and optimize learning outcomes for all students.

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

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each Discussion. Each thread must be 350 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150 words. (CLO: B, D, E)

The student will complete an online learning module via the open-access IRIS Center to develop a comprehensive understanding of accommodations, modifications, and instructional strategies. They will explore the IEP team’s role in accommodation decisions, selecting appropriate supports, ensuring effective implementation, and using objective data to assess their impact on student learning. Then using the IRIS module resources, the student will respond to each item in the module’s embedded assessment on the provided template. (CLO: A, B, C, E)

The student will complete an online learning module via the open-access IRIS Center to develop an understanding of the roles and responsibilities of a school nurse. The student will gain insight into the school nurse’s pivotal role in the care, support, and advocacy for students with significant disabilities in educational settings. Then using the IRIS module resources, the student will respond to each item in the module’s embedded assessment on the provided template. (CLO: A, B, C, E)

The student will complete an online learning module via the open-access IRIS Center to develop an understanding of assistive technology (AT) as a tool for accommodating students with disabilities. The student will differentiate between devices and services, examine AT’s role in accessing the education curriculum, learn about the IEP team’s responsibilities, understand evaluation steps, and recognize the importance of ongoing monitoring for effectiveness. Then using the IRIS module resources, the student will respond to each item in the module’s embedded assessment on the provided template. (CLO: A, B, C, E)

The student will develop three annual goals and three short-term objectives per goal to support a target student’s functional, academic, and community living skills on the provided template. This will be based on a comprehensive case study of a student whose cognitive impairment or adaptive skill deficits require adaptations to the general curriculum and whose functional abilities differ significantly from those of typically developing peers. (CLO: A, B, C, E)

The student will complete a two-part characteristics chart using the provided template, demonstrating broad knowledge of the cognitive, linguistic (speech, language, and communication), physical, psychomotor, social, emotional, and medical (sensory, positioning, and handling) needs of students with significant disabilities. This will include both medical and instructional considerations for each area. (CLO: A, B, C, E)

The student will complete an online learning module via the open-access IRIS Center to define related services, identify providers and delivery methods, and describe commonly used related services in school settings. Then using the IRIS module resources, the student will respond to each item in the module’s embedded assessment on the provided template. (CLO: A, B, E)

The student will craft an Individualized Education Program (IEP) for a target student based on a comprehensive case study using the provided template. The IEP will address the student’s academic and functional needs, as well as behavioral, physical, sensory, and health considerations. Emphasis will be placed on ensuring the student’s participation in the general curriculum and community to the maximum extent possible. (CLO: A, B, C, E)

Given a hypothetical target group of students with diversified medical, communication, and functioning needs, the teacher candidate will create a 15-20 slide PowerPoint presentation for an interdisciplinary team which familiarizes them with the medical diagnosis, sensory, communication, and positioning needs of each student. Additionally, this presentation will also address the positing equipment, assistive technology and communication devices used. (CLO: A, B, C, E)