Course Number and Title:
SPE 311 Curriculum and Instruction in Special Education
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course is focused on instructional evidence-based practices for educating children with diverse learning needs in a variety of classroom settings. Teacher candidates learn implementation of the Individualized Education Plan (IEP) through appropriate instructional methods, materials, and assessment with an emphasis on creating access to curriculum and support for students with exceptional needs within inclusive classrooms.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
- Plan evidence-based instructional and behavioral strategies across all content areas for exceptional learners. (CCC 2,5; PGC 1, 5)
- Develop culturally-responsive interventions based on data from formal and informal assessments to support all learning styles. (CCC 1, 6; PGC 2, 4, 5)
- Plan culturally-responsive curriculum and instruction across co-teaching, collaborating, consulting, and instructional team models. (CCC 3,4,7; PCG 1, 2, 6, 7)
- Design curriculum, instruction, and communication supports to facilitate successful adaptive skills that support access to the general education setting. (CCC 2,6; PGC 1, 2, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Plan evidence-based instructional and behavioral strategies across all content areas for exceptional learners.
- Identify evidence-based methods and supports to strengthen and compensate for challenges in academic, behavioral, and adaptive skills.
- Explain the purpose of formal and informal assessments utilized across special education (ex: screening, referral, diagnosis, placement, monitoring progress, reporting progress).
- Plan supports for exceptional learners using state academic standards and other measurable benchmarks.
- Develop culturally-responsive interventions based on data from formal and informal assessments to support all learning styles.
- Identify existing data-monitoring tools to evaluate the effectiveness of instruction for diverse students.
- Compare evidence-based classroom and behavior management techniques to prevent and/or resolve inappropriate student behaviors.
- Discuss the use of equitable classroom assessments and evaluation reports to monitor and report student progress.
- Plan culturally-responsive curriculum accommodations and modifications that meet the instructional, behavioral and adaptive needs of exceptional learners as identified on their Individualized Education Plan.
- Plan culturally-responsive curriculum and instruction across co-teaching, collaborating, consulting, and instructional team models.
- Examine various collaborative relationships and co-teaching approaches within a school setting.
- Plan differentiated assessments, curriculum, and instruction for individuals with diverse needs.
- Use effective oral and written communication with stakeholders to maintain confidentiality for students.
- Examine how personal perspectives and bias affect team interactions as well as influence decisions related to the instructional needs of exceptional learners.
- Advocate for exceptional learners based on legal and ethical issues in special education.
- Design curriculum, instruction, and communication supports to facilitate successful adaptive skills that support access to the general education setting.
- Explain successful components of planning for instruction in an inclusive classroom and for exceptional learners.
- Identify evidence-based methods and strategies to teach individuals with various exceptionalities including low-incidence disabilities.
- Integrate evidence-based teaching strategies for teaching reading, writing, math, and adaptive skills across the curriculum.
- Apply the principles of Universal Design for Learning to lesson planning to make learning accessible for all students.
- Compose comprehensive lesson plans that make content accessible to exceptional students through materials, resources, and assistive technologies.
- Create Individualized Education Plan goals and objectives based on continuous assessment procedures.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Exams (Mid-Term, Final) (Summative) (Exams weighted equally) | 24% |
Differentiated Lesson Plan (Summative) | 12% |
Microteaching Reflection (Summative) | 12% |
Microteaching Lesson Plans (Academic, Behavioral) (Summative) | 6% |
Microteaching Lesson Plans (Adaptive Behavior) | 6% |
Summative; Instructional Components (IEP Snapshot) (Summative) | 4% |
Instructional Components (Data Sheet Development) (Summative) | 4% |
Instructional Components Assessment Visual Presentation) (Summative) | 4% |
Instructional Components (UDL Lesson Plan) (Summative) | 4% |
Instructional Components (Stakeholder Communication Plan) (Summative) | 4% |
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities | 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.