Intro to Sped Ed Syllabus Cards

Outcome 1

Define and discuss various perspectives and viewpoints regarding terminology and definitions related to disabilities with an emphasis on severe disabilities.  (CEC 6; TAPS 9, 10)

Outcome 2

Identify etiology and diagnostic factors, including features and implications of health, sensory, and medical aspects of disabilities with an emphasis on severe disabilities. (CEC 1,  7; TAPS 1, 2, 3, 4, 5, 6, 7, 8, 10) 

Outcome 3

Summarize features of persons with disabilities, with an emphasis on severe disabilities, in major developmental/functional domains(cognitive, academic, social/emotional, motoric, self-care, etc.), including contrasting these with typical development. (CEC 1; TAPS 1, 2, 3, 4, 5, 6, 7, 8, 10)

Outcome 4

Discuss political, social, and professional factors, including classic studies and major contributors, influencing perceptions of and services for individuals with disabilities with an emphasis on severe disabilities. (CEC 6; TAPS 9, 10)

Outcome 5

Recognize and discuss the impact of an individual with a disability, with an emphasis on severe disabilities, on the family, school, and community. (CEC 1, 7; TAPS 10)

Outcome 6

Identify features and characteristics of appropriate educational and support services for persons with disabilities, with emphasis on severe disabilities, including the use of technology, evidence-based and “best” practices, assessment strategies and resources, person-centered planning, self-advocacy and self-determination strategies, instructional and differentiation strategies, collaborative teaming, and behavioral strategies designed to promote individual growth and establish a positive and safe learning environment.  (CEC 1, 2, 3, 4, 5, 6, 7; TAPS 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

Outcome 7

Engage in professional leadership activities related to learning and applying information about disabilities, with an emphasis on severe disabilities. (CEC 6,  7;  TAPS 9, 10) 

Outcome 8

Recognize and use appropriate resources (school, community, etc.) for the provision of educational and support services to families of and individuals with disabilities, with an emphasis on severe disabilities. (CEC 6, 7; TAPS 1, 2, 3, 4, 5, 6, 7, 8, 9, 10).

Outcome 9

Develop awareness of foundational concepts underlying the science of teaching reading, including the importance of systematic, structured literacy instruction emphasizing phonemic awareness, phonological awareness, decoding, word recognition, spelling, vocabulary knowledge, and comprehension. FRLL: (3)(e)1(i), (3)(e)1(ii), (3)(e)1(iii), (3)(e)1(vii),(3)(e)1(viii), (3)(e)1(ix), (3)(g)1(i), (3)(g)1(ii) (3)(g)1(iii), (3)(g)1(viii), (3)(g)1(ix), (3)(g)2(i)(II), (3)(g)2(i)(II)II, (3)(g)2(i)(II)III,  (3)(g)2(i)(II)VI, (3)(g)3(ii); TAPS 1, 3, 4, 5, 6, 8)