Wilmington University College of Education
and Liberal Arts
EPY 402
Bachelor of Science in Elementary Education (K-6)
Course Number: EPY 402
Course Title: Learning Differences and Assessment of Exceptional Children
Faculty Contact Information:
Course Description: This course will provide students with a variety of teaching strategies that enhance teaching and learning in an inclusive, multi-cultural classroom including students with exceptionalities. Students will explore ways to better understand how context and culture affect teaching and learning and will acquire strategies to support learning for students whose first language is not English as well as for children of special needs. Emphasis will be placed on an understanding of how student learning is influenced by factors such as: poverty, prior learning, race, language of origin, culture, gender, health, family structure, religion, and community. A focus is placed on the use of a comprehensive assessment system including universal screening assessments, diagnostic assessments, and progress monitoring. Students will research types of reading disabilities in areas of oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, and language-based disabilities including speech fluency, articulation connected speech intelligibility, receptive or expressive language, and voice quality.
Use of Video: The use of technology is an integral part of the teaching/learning process and a necessary skill for success in teaching. As such, teacher candidates will engage in multiple forms of assessment including but not limited to creating and uploading digital recordings of various forms for evaluation and guidance. Candidate work is uploaded into secure sites and is not available to the public.
Minimum Time Requirements (in clock hours):
College Education Program Attributes
The manner in which we prepare educational personnel is informed by eight essential attributes:
1. ensuring that programs are knowledge-based;
2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;
3. contextual and cultural sensitivity;
4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and acting in one’s daily work;
5. enabling authentic participation, collegiality and collaboration;
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6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;
7. ensuring that programs are standards-driven; and
8. ensuring that programs promote the effective use of technology.
Delaware Teacher Standards: Interstate Teacher Assessment and Support Consortium (InTASC)
Specialized Professional Association Standards: CAEP K-6
Council for Exceptional Children: CEC
Technology Standards: International Society for Technology in Education (ISTE)
Wilmington University Graduation Competencies: Undergraduate Educational Competencies
Dispositions: Model Code of Ethics for Educators
Delaware Teacher Growth and Support System: DTGSS
Global Awareness: Global awareness is knowledge of the interrelatedness of local, global, and international cultures. It is the understanding that our world is an interconnected system. Cultivating global awareness involves the ability to understand, respect, and get curious about challenges, trends, and systems present on a global level. College of Education and Liberal Arts Educator Preparation Programs foster global awareness by preparing and empowering teacher candidates to integrate that knowledge in their PreK - 12 classrooms. By promoting awareness and understanding of exceptional children's rights to education worldwide, candidates can contribute to positive change in educational systems.
Cultural Differences: Culturally responsive practices acknowledge and honor the experiences and perspectives of children and their families as a tool to support them more effectively. This practice emphasizes incorporation of different perspectives that create an inclusive, relevant, and supportive environment for learners from various backgrounds. The College of Education and Liberal Arts Educator Preparation Programs incorporate culturally relevant instruction that integrate a wide variety of instructional strategies connected to different approaches to learning. In this course, candidates implement effective practices through the use of person-centered planning and culturally responsive teaming with students, families, staff, and the community.
Learning Methods: A variety of teaching methods including inquiry–based learning, game-based learning, personalized learning, differentiated instruction, collaborative projects, and class participation will be used in a student-centered approach to learning. Candidates will engage in observation, reflection and analysis of teacher practice. Candidates will utilize reflective practices in planning for and evaluating instruction. Candidates are encouraged to move from passive receivers of information to active participants in their own learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.
Driving Question for the Course: How can teachers use formative and summative assessment data including IEP goals, screening and progress monitoring data points to plan classroom instruction designed to ensure that all students are successful within the general education curriculum?
To address this, we will consider these three related questions:
· How can we design instruction for diverse learners including English Language Learners (ELLs) and students with disabilities with the ultimate goal of promoting success and independence?
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· How can we develop IEP goals and select accommodations and/or modifications to meet academic, socialemotional, organizational and communication goals?
· What are best practices in Special Education related to Least Restrictive Environment (LRE) and equity in education?
Learning Outcome 1: Understanding and Addressing Each Individual’s Developmental and Learning NeedsCandidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
Lesson Activities/Tasks:
1. Candidates use understanding of development and individual differences to respond to the needs of individuals with exceptionalities by researching various educational disability categories and presenting them on one selected disability category.
2. Candidates describe, analyze, and reflect on the different approaches to learning, increasing cultural diversity, strategies to support learning for students whose first language is not English, and other areas of exceptionality in learning in a research paper.
3. Candidates compose a research paper explaining the major concepts, principles, theories, and research related to development of children and young adolescents and how to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation.
4. Candidates reflect on the different approaches to learning, increasing cultural diversity, strategies to support learning for students whose first language is not English, and other areas of exceptionality in learning in a research paper.
Performance Tasks:
Candidates engage in presentations and discussions on disabilities in addition to demonstrating and defending their knowledge, understanding, and approach to working with diverse learners and families in a research paper.
Learning Outcome 2: Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making - Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
Lesson Activities/Tasks:
1. Candidates use assessments to design and modify instruction to best meet learners’ needs through developing a goal setting, progress monitoring, and decision-making document and proposal.
2. Candidates identify the learning needs of case study students and develop differentiated learning experiences and write IEP PLEPS and annual goals.
3. Candidates create a goal setting, progress monitoring, and decision-making document and proposal.
4. Candidates develop a comprehensive, collaborative transition plan for a case study individual with exceptionalities.
5. Candidates develop a presentation that outlines and details how they will ensure they are implementing students' IEPs with fidelity; candidates also explain the importance of and develop a system for progress monitoring students with IEP's on a regular basis.
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Performance Tasks:
Candidates use case studies to create documents that demonstrate their assessment skills, goal development, progress monitoring transition planning, and collaboration.
Learning Topic 3: Supporting Learning Using Effective Instruction - Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
Lesson Activities/Tasks:
1. Candidates choose appropriate strategies and accommodations, resources, and materials to differentiate instruction for a case study student.
2. Candidates use formative and summative assessment data, progress monitoring data, prior learner knowledge, and learner interest in order to plan instruction and create IEP goals for a case study student.
3. Candidates evaluate plans in relation to short- and long-range goals and systematically adjust plans to meet a case study student’s learning needs and enhance learning.
4. Candidates review a case study student and explain and justify what practices are being used promote socialemotional learning (SEL), propose additional ways to incorporate SEL, and determine what strategies they will implement or adapt to their own practice.
5. Candidates distinguish between accommodations and modifications by completing a case study exercise and provide justification for their determinations.
6. Candidates explain and present why it is important to ensure students are placed in the LRE.
7. Candidates select an everyday task and use diagrams provided for most-to-least prompting and least-to-most prompting and list the steps for how they would help a case study student with exceptionalities to master that task.
8. Candidates discuss the importance of differentiating the general education curriculum (Tier 1) in order to support students with exceptionalities and describe how they would alter a lesson plan in order to meet the needs of a student’s particular disability.
Performance Tasks:
Candidates use case studies to determine modifications and accommodations, create social-emotional learning opportunities, differentiate instruction, set and progress monitor goals, and prompt and fade for independent living tasks.
Learning Topic 4: Collaborating with Team Members- Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
Lesson Activities/Tasks:
1. Candidates reflect on their personal biases and access resources to deepen their understanding of cultural, ethnic, gender, and learning differences to build stronger relationships by creating more relevant learning experiences and then present and discuss them with peers.
2. Candidates develop a transition and collaboration plan for a case study student that includes colleagues, the student’s family, and related agencies. 4 | Page
Performance Tasks:
Candidates create presentations and engage in discussions as well as use a case study to demonstrate their plans for collaboration with students, families, agencies, and colleagues.
Week Week at a Glance Essential Questions
1 What is LRE and how do teachers provide equity and accessibility in the general education (Tier 1) setting?
2 How do teachers complete curriculum-based assessments (CBAs) to create goals and progress monitoring?
3 How do engage in the MTSS process to meet student need?
4 What is SEL and how do teachers foster and teach independence in students with disabilities?
5 How do teachers write a comprehensive IEP?
6 How do teachers implement IEPs with fidelity?
7 How do teachers use person-centered planning, collaborating with families and the community, to promote self-determination and independence?
Assignments and Grading
1. Class Discussions: (10%)
2. Case Studies & Activities (25%)
3. IRIS Module Quizzes (20%)
4. Differentiated Lesson Plan (10%)
5. IEP Assignment (10%)
6. Learner Differences Paper (10%)
7. SEA –Transition Plan Project (15%)
These required projects are briefly described in the “Learning Outcomes” section of the syllabus. Additional details and resources, including Open Educational Resources (OERs), and the course outline, can be found on the course site.
Academic Policies
Procedure/Guidelines for Receiving Special Accommodations
College of Education and Liberal Arts Attendance Policy:
In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).
Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain
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and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.
Course Materials: No textbook required
Course Reading List:
1. CASEL. (2021). Casel: Social and Emotional Learning. https://casel.org/
2. Delaware Disability Hub. (2021). Understanding My Disability. Delaware Disability Hub. https://deldhub.gacec.delaware.gov/
3. Delaware MTSS / Delaware MTSS Implementation & Resources. (2021). Delaware MTSS. https://www.doe.k12.de.us/domain/613
4. Edutopia. (2021). Edutopia. https://www.edutopia.org/
5. IRIS | IRIS Resource Locator. (2021). IRIS Resource Locator. https://iris.peabody.vanderbilt.edu/resources/irisresource-locator/
6. National Center on Intensive Intervention. (2021). National Center of Intensive Intervention. https://intensiveintervention.org/
7. National Center on Secondary Education and Transition Web Site. (2021). NCSET. http://www.ncset.org/
Course Resource Links:
1. Delaware MTSS Framework
2. Delaware MTSS Implementation Guide
3. DE Regulation 508
4. DE MTSS Tier 1 Planning Guide
5. Intensifying Instructional Delivery
6. Tools Chart
7. Blueprint for Personalized Learning in Delaware
8. Bloom’s Taxonomy
9. Center on PBIS
10. Delaware Disability Hub
11. Delaware MTSS
12. How People Learn
13. Intensive Intervention
14. IRIS Learning Center
15. Motivating Students
16. National Association of School Psychologists
SEA
Teacher candidates will write a paper (using correct APA Format, see rubric) that demonstrates knowledge and understanding of how student learning is influenced by factors such as; individual experiences, talents, and prior learning, as well as language, culture, gender, health, family, and community. Teacher candidates will describe, analyze, and reflect on the different approaches to learning, increasing cultural diversity, strategies to support learning for students whose first language is not English, and other areas of exceptionality in learning, and how to access resources/services to meet special learning needs as well as to adapt instruction to successfully meet the needs of those students who have been so identified. Candidates must address the major concepts, principles, theories, and
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© 2024. Wilmington University. All Rights Reserved. This syllabus and its contents are the intellectual property of Wilmington University. Unauthorized reproduction, distribution, or modification, in whole or in part, is strictly prohibited without written permission from Wilmington University.
research related to development of children and young adolescents and how to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation.
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SEA Rubric
CAEP Standard 1 & 3 -
Candidate uses his/her understanding of how children grow, develop and learn to assess, plan, and implement developmentally appropriate and challenging learning experiences and environments that consider individual children’s strengths and needs.
Novice
Candidate explains learning experiences based on the topic of the lesson or standard.
(TARGET)
Candidate explains developmentally appropriate learning experiences or environments based on the learning topic content.
CAEP Standard 1-
Candidates use his/her understanding of individual differences and diverse families, cultures, and communities to plan and implement inclusive learning experiences and environments that build on children’s strengths and address their individual needs.
CEC Standard 1 & 4
Candidates demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of abilities including developmental delays and disabilities, their potential impact on
Candidates write about the connection between learning experiences and environments based on the age and grade level of students.
Candidates use their understanding of individual differences to write about the connection between learning experiences and environments.
Candidate uses their understanding of how children grow and develop across the developmental domains, how development in each domain impacts growth in the other domains, and how all together they impact learning to explain developmentally appropriate and challenging learning experiences and environments that consider individual children’s strengths and needs.
Candidate explains methods to observe and record learners’ development, individually and in group contexts, to determine strengths and needs in each area of development.
Candidates use their understanding of individual differences and diverse families, cultures, and communities to writes about the connection between inclusive learning experiences and environments that build on children’s strengths and address their individual needs.
Candidate uses their understanding of how children grow and develop across the developmental domains, how development in each domain impacts growth in the other domains, and how all together they impact learning to explain learning experiences and environments that consider individual children’s strengths and needs and are able to articulate the theoretical foundations for their plans and actions.
Candidate explains methods to observe and record learners’ development, individually and in group contexts, to determine strengths and needs in each area of development.
Candidates use their understanding of individual differences and diverse families, cultures, and communities to writes about the connection between inclusive learning experiences and environments that build on children’s strengths and address their individual needs and can explain how the intersection of these differences and identities translates to their own culturally competent practice.
The candidate demonstrated an understanding about the areas of characteristics, etiologies, and individual differences across the range of abilities of students.
Candidates describe their knowledge of developmental delays and disabilities.
The candidate demonstrated an understanding about the areas of characteristics, etiologies, and individual differences across the range of abilities of students supported by some examples.
Candidates describe knowledge of developmental delays and disabilities, and their potential
The candidate demonstrated an understanding about the areas of characteristics, etiologies, and individual differences within and across the range of abilities of students supported by multiple examples.
Candidates describe and analyze knowledge of developmental delays
The candidate demonstrated a thorough understanding about the areas of characteristics, etiologies, and individual differences within and across the range of abilities of students supported by multiple examples.
Candidates describe, analyze, and reflect knowledge of developmental 8 | Page
children’s early development and learning, and implications for assessment, curriculum, instruction, and intervention.
Written Communication
• Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).
• Exhibit competence in writing for specific purposes, diverse audiences, and genres.
• Correctly and ethically presents scholarly writing utilizing the selected citation and writing style deemed appropriate for the student’s program of study.
WilmU Graduation Competency 2
Candidate demonstrates developing written communication skills:
• Writing is vague and unclear including errors in English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).
• The writing tone is informal
• Scholarly writing presents an opportunity for growth
impact on children’s early development and learning, in planning for assessment, curriculum, and instruction, and intervention.
and disabilities, and their potential impact on children’s early development and learning, in planning for assessment, curriculum, instruction, and intervention.
delays and disabilities, and their potential impact on children’s early development and learning, in planning for assessment, curriculum, instruction, and intervention.
Rationale for decisions related to assessment, curriculum, instruction and intervention are included and directly demonstrate understanding.
Candidate demonstrates satisfactory written communication skills:
• Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).
• Exhibit competence in writing for specific purposes, diverse audiences, and genres.
Candidate demonstrates proficient written communication skills:
• Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).
• Exhibit competence in writing for specific purposes, diverse audiences, and genres.
• Correctly and ethically presents scholarly writing utilizing the selected citation and writing style deemed appropriate for the student’s program of study.
Candidate demonstrates exemplary written communication skills:
• Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).
• Exhibit competence in writing for specific purposes, diverse audiences, and genres.
• Correctly and ethically presents scholarly writing utilizing the selected citation and writing style deemed appropriate for the student’s program of study.
2024. Wilmington University. All Rights Reserved. This syllabus and its contents are the intellectual property of Wilmington University. Unauthorized reproduction, distribution, or modification, in whole or in part, is strictly prohibited without written permission from Wilmington University.
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