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EDUC618 - Classroom Accommodations and Modifications for Special Needs Learners

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 Session Weeks
12/31/18 - 05/31/19 06/03/19 - 07/28/19 Spring 2019 Session D 8 Week session
03/25/19 - 08/30/19 09/02/19 - 10/27/19 Summer 2019 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)

Required Readings

American Speech-Language-Hearing Association. (n.d.). Frequently asked Questions: Speech and

Language Disorders in the School Setting. http://www.asha.org/public/speech/development/schoolsFAQ/

American Speech-Language-Hearing Association. (n.d.) Helping children with Communication

Disorders in Schools.

http://www.readingrockets.org/article/helping-children-communication-disorders-schools

Baum, S., Dann, M., Novak, C. & Preuss, L. (2009). Differentiate or accommodate?

http://www.davidsongifted.org/db/Articles_id_10665.aspx

Centers for Disease Control and Prevention. (n.d.). Disability Overview.

http://www.cdc.gov/ncbddd/disabilityandhealth/disability.html

Center for Effective Collaboration and Practice. (2000). Educational Strategies for Children with

Emotional and Behavioral Problems. Retrieved from http://webcache.googleusercontent.com/search?q=cache:w0IACsiXyIJ:cecp.air.org/aft_nea.pdf+&cd=1&hl=en&ct=clnk&gl=us

Coleman, F. A. (2014). Bridging the gap between policy and practice: Using negotiated rulemaking to

build consensus on assessments in special education. The American University Journal on Gender, Social Policy, & the Law, 22(3). 693-720.

http://ezproxy.apus.edu/login?url=http://search.proquest.com/docview/1567683677?accountid=8289

Do2Learn. (n.d.). Intellectual Disability. Retrieved from

http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strategies.html

Hernandez, S. J. (2013). Collaboration in special education: Its history, evolution, and critical factors

necessary for successful implementation. US-China Education Review, 3(6), 480-498.

http://eric.ed.gov/?id=ED544122

Introduction to AT. (2005). The Individuals with Disabilities Education Act (IDEA) defines AT as both a

device and a service. Retrieved from http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introATidea.php

McLaughlin, M. J. (2012). Access to the Common Core for all: Six principles for principals to consider

in implementing CCSS for students with disabilities. Principal. Retrieved from http://www.naesp.org/principal-septemberoctober-2012-common-core/access-common-core-all-0

National Education Association. (n.d.). Students with Physical Disabilities Speak out on Challenges in

School.

http://www.nea.org/home/55319.htm

Obiakar, F.E., Bakken, J. P., & Rotatori, A.F.(2009). Current issues and trends in special education:

Identification, Assessment, and Instruction. City?: Emerald Group Publishing Limited. (APUS Library)

http://site.ebrary.com/lib/apus/Doc?id=10370381

http://site.ebrary.com/lib/apus/Doc?id=10367683

NCREL. (n.d.) Assistive technology to meet K-12 student needs. Retrieved from

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm

NEPS. (2010).Behavioural [sic], Emotional and Social Difficulties: A Continuum of Support. Retrieved

From http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Documents_Publications/neps_besd_continuum_teacher_guide.pdf

Project IDEAL. (n.d.). Intellectual Disabilities. Retrieved from

http://www.projectidealonline.org/v/intellectual-disabilities/

Project IDEAL. (n.d.). Multiple Disabilities. Retrieved from

http://www.projectidealonline.org/v/multiple-disabilities/

Psychology Today. (n.d.). Communication Disorders. Retrieved from

https://www.psychologytoday.com/conditions/communication-disorders

SESD. (n.d.). Communication Disorders Strategies.

http://www.sesd.info/inclusion%20site/disabilities%20teaching%20strategies/Communication%20Disorders/communication%20disorders%20strategies.htm

Special Education Support Service. (n.d.). Physical Disabilities.

http://www.sess.ie/categories/physical-disabilities

Special Education Support Service (n.d.). Physical Disabilities, Retrieved from

http://www.sess.ie/categories/physical-disabilities

Special Education Technology. (2009). Mila’s success story. Retrieved from

http://www.setbc.org/success/docs/2009/mila.html

Spencer, S. A. (2005). Lynne Cook and June Downing: The practicalities of collaboration in special

education service Delivery. Intervention in School and Clinic, 40(5), 296-300.

http://ezproxy.apus.edu/login?url=http://search.proquest.com/docview/211729721?accountid=8289

Strom, E. (n.d.). The difference between accommodations and modifications.

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/the-difference-between-accommodations-and-modifications

Star Tech Program. (n.d.). Using technology in the classroom. Retrieved from

http://www.startechprogram.org/technology/usingtech.html#

NOTE: You will need to locate one article from the APUS Library about learners with physical disabilities and/or medical disorders for Week 6

Book Title:Inclusion Practices With Special Needs Students
ISBN:9780789008435
Publication Info:Routledge N. Y.
Author:Pfeiffer, Steven / Reddy, Linda A
Unit Cost:$66.40

Previous Syllabi

Not current for future courses.