EDSP 445 Instructional Methods & Strategies for Students with Significant Disabilities

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

This course addresses the academic and functional needs of students with significant disabilities while aligning with licensure competencies set by the Virginia Department of Education. It covers individualized curriculum development, instructional strategies, evaluation methods, and collaborative planning with service coordination, equipping the teacher candidate with essential tools to support diverse learners and foster inclusive educational environments.

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

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate 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 candidate is required to reply to 2 other classmates’ threads. Each reply must be 150 words. (CLO: A, B, E)

The candidate 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. These goals and objectives will be used in the final IEP assignment. (CLO: A. B, C)

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

The candidate will complete an online learning module via the open-access IRIS Center to understand the importance of inclusive education and access to the general curriculum. The candidate will explore methods to integrate students with significant disabilities, instructional strategies, support services, collaborative models, and how to work with paraprofessionals. Then using the online module resources, the candidate will respond to each item in the module’s assessment on the provided template. (CLO: B, D)

The candidate will complete an online learning module via the open-access IRIS Center to develop an understanding of the purpose of intensive intervention, the data-based individualization process, intensifying and individualizing academic interventions, and differentiating between quantitative and qualitative adaptations. Then using the online module resources, the candidate will respond to each item in the module’s assessment on the provided template. (CLO: C)

The candidate will complete an online learning module via the open-access IRIS Center to develop an understanding of the data-based individualization process, making data-based instructional decisions, collecting and analyzing data, progress monitoring, and using data to make instructional adaptations. Then using the online module resources, the candidate will respond to each item in the module’s assessment on the provided template. (CLO: C)

Individualized Curriculum and Programming Project Assignments (3)

Based on the previously developed IEP for the case study student with significant disabilities accessing the general curriculum through an adaptive program, the candidate will develop an individualized curriculum and programming project in three phases (Task Analyses, Curriculum Mapping, and Collaboration Planning). (CLO: B, C, D)

Individualized Curriculum and Programming Project: Task Analysis Assignment

The candidate will use the previously created IEP goals for reading, math, and functional skills—approved by the course professor—to develop three comprehensive task analyses on the provided template. Each analysis will be designed for the assigned case study student and will include sequenced instructional steps, individualized supports, and progress monitoring methods to guide effective instruction and promote skill acquisition. (CLO: B, C, D)

Individualized Curriculum and Programming Project: Curriculum Map Assignment

On the provided template, the candidate will use the Task Analyses – created in part one of this three part assignment – as a guide to create a comprehensive 18-week curriculum map designed to meet the reading, math and functional skills IEP goals written for the case study student. The curriculum map must include short-term objectives, instructional strategies, instructional activities and a evaluation plan for each week of the plan. Additionally, the candidate will identify the learning sequence level of each activity. (CLO: B, C, D)

Individualized Curriculum and Programming Project: Collaboration Plan Assignment

Using the provided template, the candidate will develop a collaboration plan for the educational professionals, related service professionals, community stakeholders and student family members to deliver the curricular plan and progress reports. (CLO: B, C, D)

Individualized Lesson Plan for Adapted Curriculum Assignment

The candidate will use the provided template to construct a detailed lesson plan based on a case study student’s final IEP, the Virginia Essential Standards of Learning, and the Individualized Curriculum Programming Project. The lesson plan will blend the case study student’s academic, functional, and behavioral goals with his or her specific functional requirements (e.g., positioning, self-help, feeding, grooming, sensory, communication, and/or toileting needs). Strategies for self-advocacy and self-determination will be included. The plan will also incorporate educational and assistive technology, collaboration with the interdisciplinary team and paraprofessionals, formative and summative evaluation methods, assessment tools, and strategies for skill maintenance and generalization. (CLO: B, C, D)