Home General Documents Institutional Report Conceptual Framework
Exhibit Room Louisiana St. Supp. Rep. SPA Reports  






Fall 2006 


 Joy T. Hines, Ph.D.


Office location

TEC 232 F

Work Phone


Home Phone






Office Hours


Tuesday 9 am – 11 am, Wednesday 9 am – 1 pm, Thursday 9 am – 11 am & 2 pm – 4 pm, Or by appointment


Course Description:

This course deals with the methods of teaching academic subjects to students with mild/moderate disabilities.  It provides practice in selecting goals and objectives, task analysis, preparing developmentally and academically sequenced materials and evaluating intended learning outcomes.  Course will also include techniques for teaching learning strategies and promoting transitions.  Two hours lecture and two hours of laboratory per week. 

Required Text:

Bos, C. S., & Vaughn, S. (2006). Teaching students with learning and behavior problems  (6th ed.).  Boston:  Allyn and Bacon.

 Prerequisites:  SPED 365 and EDUC 304 or EDUC 308 depending on the area of certification (can be taken concurrently) and concurrent enrollment in SPED 440. Full SARTE status. 

Conceptual Framework:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: professional standards (PS), knowledge of the learner (KL), strategies and methods (SM), and content knowledge (CK). Diversity (D) and Technology (T) are included in the assessment process as themes that are integrated throughout all programs in the educational unit. 

Course Objectives:

After completing this course, students will have demonstrated their understanding of the following competencies by their performance on the midterm and final examinations and by their successful completion of the course requirements. 

1.         Models, theories, and philosophies that form the basis for special education practices. (CC:1,K1) (PS, SM)

2.         Historical points of view and contribution of culturally diverse group. (CC:1,K7) (KL)

3.         Typical and atypical human growth and development.  (CC:2,K1) (KL, CK)

4.         Similarities and differences among individuals with and without exceptional learning needs.  (CC:2,K4) (KL)

5.         Similarities and differences among individuals with exceptional learning needs.  (CC:2,K5) (KL)

6.         Effects an exceptional condition(s) can have on an individual’s life.  (CC:3,K1) (KL, SM,CK)

7.         Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.  (CC:3,K2) (KL, SM,CK)

8.         Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences.(CC:3, K5) (KL,SM,CK)

9.         Demands on learning environments.  (CC:5,K1) (KL, SM,CK)

10.       Effective management of teaching and learning.  (CC:5,K3) (KL, SM, CK)

11.       Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.  (CC:5,K4) ( KL, SM, CK)

12.       Effects of cultural and linguistic differences on growth and development.  (CC:6,K1) (KL, SM, CK)

13.       Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages.  (CC:6,K2) (KL, SM, CK)

14.       Augmentative, alternative, and assistive communication strategies.  (CC:6,K4) (KL,SM, CK)

15.       Theories and research that form the basis of curriculum development and instructional practices.  (CC:7,K1) (PS, KL, CK, SM)

16.       Scope and sequences of general and special curricula.  (CC:7,K2) (PS, SM, CK)

17.       National, state, or provincial, and local curricula standards.  (CC:7,K3)(PS, CK, SM)

18.       Technology for planning and managing the teaching and learning environment.  (CC:7,K4) (SM, CK, KL)

19.       .Personal cultural biases and differences that affect one’s teaching.  (CC:9:K1) (KL, SM)

20.       Importance of the teacher serving as a model for individuals with exceptional learning needs.  (CC:9, K2) (PS,KL, SM, CK)

21.       Continuum of lifelong professional development.  (CC:9,K3) (PS, KL, SM,CK)

22.       Methods to remain current regarding research-validated practice  (CC:9,K4) (PS, KL, SM, CK)

23.       Models and strategies of consultation and collaboration (CC:10, K1) (SM)

24.       Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program (CC:10, K2) (KL, CK, SM)

25.       Impact of disabilities on auditory and information processing skills. (GC:3, K1) (KL, CK, SM)

26.       Specialized materials for individuals with disabilities (GC:4, K1) (KL,SM)

27.       Strategies to prepare for and take tests (GC:4, K2) (SM)

28.       Advantages and limitations of instructional strategies and practices for teaching individuals at-risk for a disability (GC:4, K3) (KL, SM)

29.       Prevention and intervention strategies for individuals at-risk for a disability (GC:4, K4) (CK,KL,SM)

30.       Strategies for integrating student initiated learning experiences into ongoing instruction (GC:4, K5) (SM,CK)

31.       Methods of increasing accuracy and proficiency in math (GC:4, K6) (CK,KL,SM)

32.       Methods for guiding individuals in identify and organizing content (GC:4, K7) (CK,KL,SM)

33.       Methods for ensuring individual academic success in one-to-one, small group, and large-group settings (GC:5, K3)

34.       Impact of language development and listening comprehension on academic and non-academic learning of individuals with disabilities (GC:6, K1) (KL, SM)

35.       Integrate academic instruction and behavior management for individuals and groups with disabilities (GC:7, K1) (KL,SM)

36.       Model Career, vocational, and transition programs for individuals with disabilities (GC:7, K2) (SM)

37.       Relationships among disabilities and reading instruction (GC:7, K4) (CK,KL,SM)

38.       Organizations and publications relevant to individuals with disabilities (GC:9, K2) (SM)

39.       Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities (GC:10, K4) (SM) 

Learner Outcomes: 

By the conclusion of this course, the student will be able to: 

1.        Use strategies to facilitate integration into various settings. (CC:4,S1) (SM, CK)

2.         Use strategies to facilitate maintenance and generalization of skills across learning environments.  (CC:4,S4) (SM, CK)

3.         Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.  (CC:4,S5) (SM,CK)

4.         Use strategies that promote successful transitions for individuals with exceptional learning needs.  (CC:4,S6) (SM,CK)

5.         Identify supports needed for integration into various program placements.  (CC:5,S3) (KL, SM,CK)

6.         Design learning environments that encourage active participation in individual and group activities.  (CC:5,S4) (SM,CK,KL)

7.         Establish and maintain rapport with individuals with and without exceptional learning needs.  (CC:5,S7) (SM,CK) - Product

8.         Use strategies to support and enhance communication skills or individuals with exceptional learning needs.  (CC:6,S1) (KL, SM,CK) -Product

9.         Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.  (CC:6,S2) (SM,CK, KL) -Product

10.       Develop comprehensive, longitudinal individualized programs. (CC:4,S3) (SM,CK)

11.       Identify and prioritize areas of general education curriculum and accommodations for individuals with exceptional learning needs.  (CC:7,S1) (,PS,KL,SM,CK)

12.       Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.  (CC:7,S2) (KL,SM,CK) - Product

13.       Involve the individual and family in setting instructional goals and charting progress.  (CC:7,S3) (SM,CK, KL)

14.       Use task analysis.  (CC:7,S5) (SM,CK)

15.       Sequence, implement, and evaluate individualized learning objectives, (CC:7,S6)(KL,SM,CK) -Product

16.       Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences.  (CC:7,S8)(SM, CK, KL) -Product

17.       Incorporate and implement instructional and assistive technology into the educational program.  (CC:7,S9)(SM,CK) - Product

18.       Prepare lesson plans.  (CC:7,S10)(PS,SM,CK,KL) -Product

19.       Prepare and organize materials to implement daily lesson plans.  (CC:7,S11)(PS,SM,CK, KL) - Product

20.       Use instructional time effectively. -Product (CC:7,S12)(KL,SM,CK)

21.       Make responsive adjustments to instruction based on continual observations.  (CC:7,S13)(SM, KL, CK) -Product

22.       Practice within the CEC Code of Ethics and other standards of the profession (CC:9, S1)  (SM)

23.       Uphold high standards of competence and integrity and exercise sound judgment  in the practice of the profession (CC:9, S2) (SM)

24.       Act ethically in advocating for appropriate services (CC:9, S3) (SM)

25.       Conduct professional activities in compliance with applicable laws and policies (CC:9, S4) (SM)

26.       Demonstrate commitment to developing the highest education and quality-of-life potential of individual with exceptional learning needs.  (CC:9,S5)(SM)

27.       Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals (CC:9, S6) (KL, SM)

28.       Practice within one’s skill limit and obtain assistance as needed. (CC: 9, S7) (SM)

29.       Use verbal, nonverbal, and written language effectively (CC:9, S8) (SM) - Product

30.       Conduct self-evaluation of instruction (CC:9, S9) (SM) - Product

31.       Access information on exceptionalities (CC:9, S10) (KL, CK, SM) - Product

32.       Reflect on one’s practice to improve instruction and guide professional growth (CC:9, S11) (PS, CK,KL, SM) - Product

33.       Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues.  (CC: 9, S12) (SM) - Product 

34.       Maintain confidential communication about individuals with exceptional learning needs (CC:10, S1) (SM)

35.       Use group problem solving skills to develop, implement and evaluate collaborative activities. (CC:10, S7) (KL,CK, PS,SM)

36.       Use group techniques and coach others in the use of instructional methods and accommodations (CC:10, S8) (CK,KL,SM, PS) - Product

37.       Relate levels of support to the needs of the individual (GC:3,S1)(KL,SM)

38.       Use research-supported methods for academic and non-academic instruction of individuals with disabilities (GC:4,S1)(PS,CK,KL,SM)

39.       Use strategies from multiple theoretical approaches for individuals with disabilities (GC: 4, S2) (PS,CK,KL,SM)

40.       Teaching strategies and study skills to acquire academic content (GC:4,S3) (SM)

41.       Use reading methods appropriate to individuals with disabilities (GC:S4)(SM) - Product

42.       Use methods to teach mathematics appropriate to the individuals with disabilities (GC:4, S5) (SM, KL) -Product

43.       Modify pace of instruction and provide organizational cues.(GC:4,S6)(SM,CK)

44.       Use appropriate adaptations and technology for all individuals with disabilities (GC:4, S7) (SM,KL,CK)

45.       Resources, and techniques to transition individuals with disabilities into and out of school and post-school environment (GC:4, S8) (CK,KL,SM)

46.       Identify and teach basic structures and relationships with and across curricula (GC:4, S10) (CK,SM) -Product

47.       Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval (GC:4, S11) (KL,CK,SM) -Product

48.       Use responses and errors to guide instructional decisions and provide feedback to learners (GC:4, S12) (KL,CK,SM)

49.       Identify and teach essential concepts, vocabulary, and content across the general curriculum (GC:4, S13) (KL,CK,SM) -Product

50.       Implement systematic instruction in teaching reading comprehension and monitoring strategies (GC:4, S14) (CK,SM) -Product

51.       Teach strategies for organizing and composing written products (GC:4, S15) (CK,SM) -Product

52.       Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language (GC:4, S16) (CK,KL,SM) -Product

53.       Provide instruction in community-based settings (GC:5, S1) (SM)

54.       Use and maintain assistive technology (GC:5, S2) (KL,SM)      

55.       Plan instruction in a variety of educational settings (GC:5,S3)(KL,CK,SM)      

56.       Enhance vocabulary development (GC:6, S1) (KL,CK,SM)

57.       Teach strategies for spelling accuracy and generalization (GC:6,S2)(SM)

58.       Teach individuals with disabilities to monitor for errors in oral and written language (GC:6, S3) (KL,CK,SM)

59.       Teach methods and strategies for producing legible documents (GC:6, S4) (CK,KL,SM)

60.       Plan instruction on the use of alternative and augmentative communication systems (GC:6, S5) (CK, KL,SM)

61.       Select and use specialized instructional strategies appropriate to the abilities and needs of the individual (GC:7, S2) (CK,KL,SM)

62.       Plan and implement age and ability appropriate instruction for individuals with disabilities. (GC:7,  S3) (KL,CK,SM)

63.       Select design, and use technology, materials and resources required to educate individuals whose disabilities interfere with communication (GC:7, S4) (KL,CK,SM)

64.       Design and implement instructional programs that address independent living and career education for individuals (GC:7, S6)(KL,CK,SM)

65.       Participate in the activities of professional organizations relevant to individuals with disabilities (GC:9, S1) (SM)

66.       Use local, community, and state and provincial resources to assist in programming with individuals with disabilities (GC:10, S1) (SM)

67.       Select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with disabilities (GC:10, S2) (SM)

68.       Collaborate with team members to plan transition to adulthood that encourages full community participation. (GC:10, S4) (SM) 


Lesson Plans: Performance Outcomes – 1.1 Planning, .2.2 Time Management, 3.1 Strategies, 3.2 Content Knowledge, 3.3 Thinking/Problem Solving, 3.4 Individual Differences, 3.5 Connections, 3.6 Real World

Profession Development Activities – Performance Outcome 4.1 Professional Growth

Professional Attributes and Characteristics Rating Scale/Lesson Plan Reflection – Performance Outcome 4.2 Self-Development           


1.      PEER TEACHING LESSONS - 2 @ 25 points each = 50 points        Each candidate will participate 2 peer teaching episodes demonstrating specific strategies discussed in the course.  These small teaching episodes will be presented to the other candidates enrolled in the course and videotaped by the instructor for peer and self-critiques. 

**Must be present BOTH teaching days.  This assignment CANNOT be made up** 

2.         VIDEOTAPED LESSON:  50 Points

Students enrolled in SPED 361 are required to videotape themselves teaching a 30 minute lesson to a group of students in their field placement.  The videotaped lesson will be a reading lesson (this must include vocabulary and reading comprehension)(GC:6, S1). 

3.         FIELD LESSON OBSERVATION/EVALUATION 100 points: A prescheduled 30 minute lesson will be observed and evaluated according to the Louisiana Components of Effective Teaching  (CC:7, S5,S6,S8).  Each candidate must earn 80% on the evaluation tool or a 2nd observation will be conducted.  The average of these two scores will be calculated for assignment grade and an overall 80% must be earned in order to pass the course.  **Prior notification and written verification is needed to reschedule field observation** 


The candidates will complete an Assistive Technology Planning Guide used to incorporate AT into the educational program (See format on Blackboard in Course Information) for a target student in the their field placement.  The candidate will provide a brief description and justification on the target student selected. (CC:7,S9)(GC:5,S2) 


Each candidate will participate in class assignments, blackboard assignments, and discussion forums based on, but not limited to the following topics:  Transition to Adulthood (CC:4,S6)(GC;4,S8)9GC:5, S1)(GC:7,S6)(GC:10,S4); Alternative/Augmentative Communication (CC:6,S2)(GC:6, S5)(GC:7,S4); Grading. 

6.         PROFESSIONAL ATTRIBUTES AND CHARACTERISTIC RATING SCALE 10 points will be completed at the end of the semester by the supervising teacher.  (CC:9,S1,S2,S3,S4,S5) (CC:10,S) 

7.    PROFESSIONAL DEVELOPMENT ACTIVITIES 2 @ 10 points each = 20 points

Candidates will participate in at least two professional development activities and/or organizations (Examples:  KDP IEP Night, SCEC Halloween Dance, Dyslexia Simulation Night; other ideas will be accepted if permission is secured by the instructor prior to the event/activity) designed to benefit individuals with exceptionalities.  Candidate will write a 1-page reflection on the activity and their professional growth.  Verification from the activity must be provided.  (CC: 9, S11, S12)(GC;9, S1) 

8.     LESSON PLANS 5 @ 20 points each (100 points):  Each student will submit 5 lesson plans using format provided by instructor. 

9.   TRANSITION PLAN 10 points:  The candidates will complete a transition plan based on individualized needs (See format on Blackboard in Course Information) of a target student in the their field placement.  The candidate will provide a brief description and justification on the target student selected. 


2 Examinations: Mid-Term Exam – 50 pts; Final Exam – 50 pts 


            Hours: 30 – in an assigned mild/moderate public school setting

            Type:  Direct teaching (small group, large group, whole class, one on one tutoring) 

Documentation: time log verified by supervising teacher and uploaded on Pass-Port, factual description of direct teaching hours, evaluation based on Louisiana’s Components of Effective Teaching, and Professional Attributes and Characteristics Rating Scale 


Attendance is crucial for an understanding of the material and is required for all classes.  

If the student is sick and unable to take an exam, the student will not be penalized if a verifiable note from a doctor is presented. Under this condition, a make-up exam can be taken at a time designated by the instructor.  

Each student is responsible for ALL chapter readings, class lectures, activities, discussions and tests.      



MAKE-UP EXAMINATIONS WILL NOT BE GIVEN unless prior approval and arrangements have been made.  To be excused from any of the assignment due dates, ADVANCED permission must be obtained from the instructor or a score of 'O' will result. 


WORK SAMPLES: The instructor may choose to keep Samples of candidate work (e.g., student assignments, projects, etc.) as exemplars for program accreditation purposes.  All identifying information will be removed when specific work samples are used.  Students are advised to keep a back-up copy of all work submitted. 


  • Students will be permitted to enroll in any Education and Educational Psychology course only twice.
  • Students will be permitted to repeat only two Education and Educational Psychology courses.


Grading Procedures:

Grading Scale:


Lesson Plans                      100 points                   

A =   100% - 93%


Videotaped lesson                50 points

B =   92% - 85%


Mid-term exam                      50 points

C =  84% - 77%


Class participation &             50 points

Discussion forums

D =  76% - 69%


Professional Attributes          10 points


F  = below 69%


Peer teaching                        50 points



Transition Plan                      10 points



AT Planning Guide                10 points



Professional Development    20 points



Field Observation                100 points



Final exam                             50 points




TOTAL                                500 points


 LAST DAY TO WITHDRAW FROM CLASS:  The last day to WITHDRAW from this course is October 20, 2006. If you choose this action, it is YOUR responsibility to do so. The instructor will not do this for you. Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester. Failure to do so will result in a grade of "F" in the course. 



CELL PHONE POLICY: All cell phones, beepers, etc. must be turned off prior to the beginning of class unless arrangements have been made with the instructor prior to the beginning of class. 

CHILDREN in the CLASSROOM: Per Southeastern Louisiana University policy, children are not allowed to attend classes at any time. 

ACCOMMODATIONS: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 203, Student Union. No accommodations will be granted without documentation from the Office of Disability Services.

PROFESSIONAL STANDARDS OF BEHAVIOR: Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements. Thought should be given to appropriate attire during visits to school setting requirements. Confidentiality should be maintained at all times. 

Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable, e.g. routinely entering late or leaving early, use of beepers, cell phones, talking during class presentations, etc.

Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faulty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct (see http://www.selu.edu/StudentAffairs/Handbook ).  

EMAIL: All email communication must be conducted via the Southeastern email address per University policy. 

ACADEMIC INTEGRITY: Students are expected to maintain the highest standards of academic integrity.  Behavior that violates these standards is not acceptable. For example: unauthorized material, communication with fellow students during an exam, attempting to benefit from the work of another student and similar behavior that defeats the intent of an exam or other class work.  Cheating on exams, plagiarism, improper acknowledgment of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue.

PLAGIARISM: Students agree by taking this course that all required papers may be subject to submission for textual similarity to Turnitin.com for the detection of plagiarism.  All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.  Use of Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com website.   


Praxis Requirement--- Fall Semester 2003 and After  (page 201 of the 2003-2004 catalog)

Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003.  This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field. 

All students majoring in special education will now be required to take two (2) PRAXIS exams to become fully certified in mild/moderate disabilities.  The tests are: SPED Content – Test #0353; SPED PLT – Test #0542. 

Student Teaching Requirements for Elementary and Secondary Education

Refer to the web page for the Office of Performance Assessment:


Portfolio Requirement (pages 198 and 201 of the 2003-2004 catalog) 

Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/internship and receive a satisfactory /exemplary rating. 

During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio.  The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.    

Important Reminders

  • Do not wait until the last test date prior to student teaching to schedule the PLT and Specialty/Content tests.
  • Attend a workshop presented by the Teacher Development Center prior to taking the PLT.
  • Remember to code Southeastern (RA 6656) to send your official scores to the College of Education and Human Development Dean’s office.  The Dean’s office must have original copies.
  • Include your social security number on all Praxis registration forms.

                                                              Knowledge Base 

Giangreco, M. F. (1997).  Quick- guides to inclusion: Ideas for educating students with disabilities.  Baltimore : Brookes. 

Giangreco, M.F. (1998).  Quick- guides to inclusion 2 : Ideas for educating students with disabilities.  Baltimore : Brookes. 

Hammeken, P. A. (1997).  Inclusion : 450 strategies for success.  Minnetonka, MN : Peytral Publications, Inc. 

Hoover, J. J., & Patton, J. R. (1997).  Curriculum adaptations for students with learning and behavior problems.  Austin, TX: ProEd. 

Janney, R., & Snell, M. (1999).  Modifying schoolwork.  Baltimore : Brookes. 

Kuzmeskus, J. (Ed.) (1996).  We teach them all.  Columbus, OH : Stenhouse. 

Meese, R. L. (2001).  Teaching learners with mild disabilities: Integrating research and practice.  Belmont, CA: Wadsworth. 

Putnam, J. W. (1998).  Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom (2nd ed.).  Baltimore: Brookes. 

Rathvon, N. (1999).  Effective school interventions : Strategies for enhancing academic achievement and social competence.  New York ; Guilford. 

Ruetzel, D. R., & Cooter, Jr., R. B. (1999).  Balanced reading strategies and practices: Assessing and assisting readers with special needs.  Columbus, OH: Merrill. 

Smith, P. L.,  & Ragan, T. J. (1999).  Instructional design (2nd ed.).  Columbus, OH : Merrill. 

Talbot, V. (1997). Teaching reading, writing, and spelling : All you need to succeed. Thousand Oaks, CA : Corwin Press. 

Winebrenner, S. (1998).  Teaching kids with learning difficulties in regular classrooms. Minnetonka, MN : Peytral Publications, Inc.




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