Course Description
Cognitive, language, academic learning, and social-emotional characteristics of individuals with mild disabilities. Issues surrounding assessment, identification, and placement will be explored, including cultural factors and issues relevant to non- native speakers of English. Emphasis is placed on serving and supporting students with mild disabilities within the general education setting.
Athena Title
Char of Indiv with Mild Disab
Equivalent Courses
Not open to students with credit in EDSE 3020E
Prerequisite
Permission of major
Semester Course Offered
Offered fall
Grading System
A - F (Traditional)
Course Objectives
After successfully completing this course, teacher candidates will be able to: 1) Interpret the major provisions of P.L. 94-142 and P.L. 101- 476 2) Discuss the major issues surrounding assessment, identification, and placement of students with mild disabilities, to include Mild Intellectual Disabilities, Specific Learning Disabilities, Emotional and Behavioral Disorders, Attention Disorders, and High Functioning Autism 3) Compare and contrast federal, state, and alternative definitions of each of the mild disabilities 4) Discuss the historical development of mild disabilities and their definitions 5) Summarize and interpret the prevalence of each of the mild disabilities in the United States and compare national and international statistics 6) Summarize the cognitive, language, academic learning, and social-emotional characteristics of students with mild disabilities 7) Apply the Response-to-Intervention process to the identification of students with mild disabilities to include progress monitoring, universal screeners, and the identification of Tier 2 and Tier 3, evidence-based interventions 8) Describe and evaluate the roles of both the special education teacher and the general education teacher in referral process for eligibility and determination of LRE for special education services 9) Describe and apply the three pillars of Universal Design for Learning across mild disabilities 10) Discuss issues surrounding cultural diversity and non-native English speakers as they relate to the identification of students with mild disabilities to include overrepresentation of minority groups and psychological testing in a student’s native language 11) Identify and discuss factors taken into consideration when determining least restrictive environment for students with mild disabilities 12) Provide examples of differentiation of content, process, and product in order to provide access to state standards and promote expression of learning for students with mild disabilities being served in a general education setting
Topical Outline
1) P.L. 94-142 and P.L. 101-476 (IDEA) 2) Assessment, identification, and placement of students with mild disabilities, to include Mild Intellectual Disabilities, Specific Learning Disabilities, Emotional and Behavioral Disorders, Attention Disorders, and High Functioning Autism 3) Federal, state, and alternative definitions of mild disabilities 4) Historical development of mild disabilities and definitions 5) Prevalence of mild disabilities in the United States versus other countries 6) Cognitive, language, academic learning, and social-emotional characteristics of students with mild disabilities 7) Applying the Response-to-Intervention process to the identification of students with mild disabilities to include progress monitoring, universal screeners, and the identification of Tier 2 and Tier 3, evidence-based interventions 8) Roles of both the special education teacher and the general education teacher in referral process for eligibility and determination of LRE for special education services 9) Three pillars of Universal Design for Learning across mild disabilities 10) Issues surrounding cultural diversity and non-native English speakers as they relate to the identification of students with mild disabilities to include overrepresentation of minority groups and psychological testing in a student’s native language 11) Factors taken into consideration when determining least restrictive environment for students with mild disabilities 12) Differentiation of content, process, and product in order to provide access to state standards and promote expression of learning for students with mild disabilities being served in a general education setting