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Course Details

 

Course Details

Course Code: EDUC618 Course ID: 3957 Credit Hours: 3 Level: Graduate

This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Cases and readings focus on the creation of appropriate accommodations, the integration of accommodations into a general education classroom, the legal requirement for accommodations, and the roles of the general and special education educators within the LRE. Course participants will contribute to online discussions regarding beliefs, best practices, challenges, current research, and ways these affect their own teaching practice.

Course Schedule

Registration Dates Course Dates Start Month Session Weeks
06/28/2021 - 12/03/2021 12/06/2021 - 01/30/2022 December Fall 2021 Session D 8 Week session
09/28/2021 - 03/04/2022 03/07/2022 - 05/01/2022 March Winter 2022 Session D 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

  • Describe Least Restrictive Environment and its implications for placement of students with disabilities. (NCATE 1f, 4; CEC1, 2, 3, 9)
  • Describe the various types of disabilities including learning disabilities, behavioral disorders, emotionally disturbed, mental disorders, physical impairments, and mental retardation. (NCATE 1f, 4; CEC1, 2, 3, 9)
  • Describe the different accommodations and their roles in content area learning.(NCATE 1f, 1g, 4; CEC 2, 3, 4, 7)
  • Describe differentiation and how it is applied in the classroom. (NCATE 1d, 1f, 1g, 4; CEC 1, 2, 3, 4, 7; 21st Century 1, 2)
  • Describe accommodation and how it is applied in the classroom. (NCATE 1d, 1f, 1g, 4; CEC 1, 2, 3, 4, 7; 21st Century 1, 2)
  • Describe the importance and the role of technology in teaching students with disabilities. (NCATE 1e, 1g; CEC 1c, 2, 3, 4, 7; 21st Century 1, 2, 3, 4)
  • Explain the purposes, models, methods, and domains of assessment of students with disabilities. (NCATE 1d, 1e, 4; CEC 8)
  • Explain the role of accommodation in assessing students with disabilities. (NCATE 1d, 1e, 1f, 4; CEC 8)
  • Plan and justify educational interventions for students with disabilities. (NCATE 1a, 1e, 1f, 1g, 2, 4; CEC 4, 5, 7)
  • Describe and evaluate accommodations for students with learning disabilities in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5 ; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with communication disorders in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5 ; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with behavioral disorders in preschool, elementary, middle and/or high school. (NCATE 1a,1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with emotional and mental disorders in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with physical disabilities in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with medical disorders in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with mental retardation in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with multiple disabilities in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Evaluate skills in strategies for effective collaboration. (NCATE 1a, 1c, 1f, 3; CEC 7, 10)
  • Investigate, practice, and evaluate strategies which may include accommodations and modifications of the curriculum in spoken language and word recognition necessary for teaching students with disabilities successfully. (NCATE 1a, 1b, 3; CEC 4, 8; 21st Century 1, )
  • Investigate, practice, and evaluate strategies which may include accommodations and modifications of the curriculum in reading comprehension and written language necessary for teaching students with disabilities successfully. (NCATE 1a, 1b, 3; CEC 4, 8; 21st Century 1, 2)
  • Investigate, practice, and evaluate strategies which may include accommodations and modifications of the curriculum in mathematics, science, and social studies necessary for teaching students with disabilities successfully. (NCATE 1a; 1b, CEC 4, 8; 21st Century 1, 2)
  • Evaluate strategies for teaching and accommodating students with disabilities. (NCATE 1a, 1b, 1f; CEC 2, 4)
  • Create lesson plans to address accommodations/modifications for the learners based on state and national standards. (NCATE 1a, 1b, 2, 6; CEC 2, 4; 21st Century 2)

After successfully completing this course, you will be able to:

  • Describe Least Restrictive Environment and its implications for placement of students with disabilities. (NCATE 1f, 4; CEC1, 2, 3, 9)
  • Describe the various types of disabilities including learning disabilities, behavioral disorders, emotionally disturbed, mental disorders, physical impairments, and mental retardation. (NCATE 1f, 4; CEC1, 2, 3, 9)
  • Describe the different accommodations and their roles in content area learning.(NCATE 1f, 1g, 4; CEC 2, 3, 4, 7)
  • Describe differentiation and how it is applied in the classroom. (NCATE 1d, 1f, 1g, 4; CEC 1, 2, 3, 4, 7; 21st Century 1, 2)
  • Describe accommodation and how it is applied in the classroom. (NCATE 1d, 1f, 1g, 4; CEC 1, 2, 3, 4, 7; 21st Century 1, 2)
  • Describe the importance and the role of technology in teaching students with disabilities. (NCATE 1e, 1g; CEC 1c, 2, 3, 4, 7; 21st Century 1, 2, 3, 4)
  • Explain the purposes, models, methods, and domains of assessment of students with disabilities. (NCATE 1d, 1e, 4; CEC 8)
  • Explain the role of accommodation in assessing students with disabilities. (NCATE 1d, 1e, 1f, 4; CEC 8)
  • Plan and justify educational interventions for students with disabilities. (NCATE 1a, 1e, 1f, 1g, 2, 4; CEC 4, 5, 7)
  • Describe and evaluate accommodations for students with learning disabilities in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5 ; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with communication disorders in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5 ; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with behavioral disorders in preschool, elementary, middle and/or high school. (NCATE 1a,1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with emotional and mental disorders in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with physical disabilities in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with medical disorders in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with mental retardation in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Describe and evaluate accommodations for students with multiple disabilities in preschool, elementary, middle and/or high school. (NCATE 1a, 1g, 2, 5; CEC 4; 21st Century 1, 2)
  • Evaluate skills in strategies for effective collaboration. (NCATE 1a, 1c, 1f, 3; CEC 7, 10)
  • Investigate, practice, and evaluate strategies which may include accommodations and modifications of the curriculum in spoken language and word recognition necessary for teaching students with disabilities successfully. (NCATE 1a, 1b, 3; CEC 4, 8; 21st Century 1, )
  • Investigate, practice, and evaluate strategies which may include accommodations and modifications of the curriculum in reading comprehension and written language necessary for teaching students with disabilities successfully. (NCATE 1a, 1b, 3; CEC 4, 8; 21st Century 1, 2)
  • Investigate, practice, and evaluate strategies which may include accommodations and modifications of the curriculum in mathematics, science, and social studies necessary for teaching students with disabilities successfully. (NCATE 1a; 1b, CEC 4, 8; 21st Century 1, 2)
  • Evaluate strategies for teaching and accommodating students with disabilities. (NCATE 1a, 1b, 1f; CEC 2, 4)
  • Create lesson plans to address accommodations/modifications for the learners based on state and national standards. (NCATE 1a, 1b, 2, 6; CEC 2, 4; 21st Century 2)
Book Title:Inclusion Practices With Special Needs Students - e-book available in the APUS Online Library
ISBN:9780789008435
Publication Info:Routledge N. Y. Lib
Author:Pfeiffer, Steven / Reddy, Linda A
Unit Cost:$66.40
 
Book Title:Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.*
ISBN:ERESERVE NOTE
 

Previous Syllabi

Not current for future courses.