Intervention for Students with Intellectual Disabilities – EDSP 370
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 12/12/2022
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 firstname.lastname@example.org 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 presentations
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate will submit a thread in response to the instructor’s prompt provided in each Discussion. The candidate will then substantially reply to at least 2 other candidates’ threads. The thread must be at least 400 words, and each reply must be at least 250 words.
For each thread, the student must support his/her assertions with at least 1 scholarly citation in current APA format. Each reply must incorporate at least 1 scholarly citation in current APA format. Any sources cited must have been published within the last five 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 candidate will write an essay defining the subtypes of intellectual disability (ID) and the characteristics of each to include cognitive processing, academic skills, and social skills. The essay should be 2 pages in length and incorporate at least 3 citations. The description of the subtypes of ID should be followed by a one page reflection stating the candidate’s personal philosophy on how individuals with intellectual disabilities should be viewed/treated, including how this is guided by faith and including Biblical references. The paper must follow current APA guidelines with a title page, source citations and a reference page. (CLO: A, G)
Journal Article Review Assignment
The candidate will review 1 article (published within the last 5 years) on current trends in education concerning intellectual disabilities (ID). A 2-page, double-spaced paper following current APA guidelines will be submitted. The first page will contain a summary of the article. The second page will contain the candidate’s reflection on the content of the article to include alignment with his/her personal philosophy on how individuals with ID should be viewed/treated and a Biblical world view. (CLO: B, E, G )
Homework: Video Case Assignments (2)
The candidate will watch a video related to the assigned reading and respond to accompanying questions. Responses should be at least 250 words, double spaced and in short essay form. (CLO: B, E)
Lesson Plan Assignments (2)
The candidate will complete 2 lesson plans for an individual or individuals with ID. The template provided in this course must be used for this assignment. (CLO:A, C, E)
Individualized Education Plan (IEP) Assignments (3)
The candidate will produce an Individualized Educational Plan addressing a specific, case-based student’s educational and behavioral needs. This assignment builds on itself as new components are introduced. (CLO: A, B, C, D)
Individualized Education Plan: Notice to Diploma Assignment
Candidates will complete the following components of the IEP:
Present Level of Performance (PLOP)
Individualized Education Plan: Goals to Testing Assignment
Candidates will revise Individualized Education Plan: Notice to Diploma Assignment based on instructor comments and complete the following additional components:
Participation in State Accountability and Assessment System
Individualized Education Plan: Placement to Consent Assignment
Candidates will revise Individualized Education Plan: Goals to Testing Assignment based on instructor comments and complete the following additional components:
Least Restrictive Environment (LRE)
Extended School Year (ESY)
Individualized Transition Plan (ITP) Assignment
The candidate will produce an Individualized Transition Plan addressing a student’s specific, case-based, post-educational planning needs (life skills, vocational skills, community skills, and academic needs). (CLO: A, B, C, D)
The candidate will complete 3 quizzes throughout the course. The qizzes are open-book/open-notes and are timed. Each quiz contains 25 multiple-choice questions with a time limit of 60 minutes. There is one attempt for each quiz. (CLO: A, B, C, D, E, F)