Program Standard 13: Curriculum and Instruction of Students with Disabilities

The program provides opportunity for candidates to demonstrate the ability to develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, that provide students with disabilities with equitable access to the content and experiences found in the state-approved core curriculum. Candidates acquire and demonstrate strategies and best practices to develop differentiated lessons and instructional sequences that are appropriate for individuals with diverse strengths and needs in a variety of educational environments. Candidates must be able to apply these skills as they pertain to their specific area of specialization and credential authorizations across age and grade levels. Candidates must be able to co-teach, collaborate, consult and work in instructional teams to enhance curriculum and instruction of students with disabilities.

Program Standard 13 Component:

Courses in which the component is addressed:

Develop and implement instructional strategies based on assessment

SPED 136; 246; 145; 146; 247; 171; 172; 175; 176

Adapt, modify and evaluate pedagogical approaches to instruction (sequences, unit and lesson plans)

SPED 120; 130; 136; 246; 145; 146; 247; 171; 172; 175; 176

Provide equitable access to content standards and experiences

SPED 120; 130; 145; 136; 171; 172; 175; 176

Development of differentiated instructional

lessons

SPED 120; 136; 246; 145; 171; 172; 175; 176

Co-teach, collaborate, consult and work in instructional teams to enhance curriculum and instruction of students with disabilities.

SPED 246; 219; 171

Candidates are currently prepared via a 50-semester unit (including prerequisites) Education Specialist program in the areas of Mild-Moderate and Moderate-Severe disabilities that includes: a) 12 units of core methods courses in mild-moderate OR moderate-severe disabilities, including 6 units of supervised fieldwork; b) 14 units of general education coursework with associated fieldwork; and c) 9 units focusing on students with disabilities and assessment, collaboration, and positive behavioral supports. In addition, there are 3 prerequisite units associated with preparation to provide educational programs for students with disabilities. Together, all of these courses and associated fieldwork are designed to support candidates in the development and implementation of assessment and instructional strategies for students with disabilities. All courses and fieldwork provide formative and summative opportunities for candidates to incorporate adaptation and differentiation strategies in order to provide students with disabilities equitable access to content standards and experiences. Further, core methods courses are paired with concurrent fieldwork specific to each of the special education credentials (SPED 136 and 171 [MM], 137 and 175 [MM], 146 and 172 [MS], 147 and 176 [MS]).

SPED 120: Introduction to Special Education, and SPED 145: Designing Effective Environments for Students with Disabilities, both contain content, such as Universal Design for Learning, differentiated instruction, and development of individual student adaptations with the value of and support in equitable access to core curriculum. Further, assignments in each course (the Eligibility Category and Instructional Relevancy and Curricular Access and Adaptation assignments, respectively) provide opportunities for candidates to apply skills across these content areas providing access to core curriculum. Examples of credential evaluation methods that address the development and implementation of instructional strategies based on assessment are addressed in the ecological assessment and instructional plan development requirements in SPED 146: Assessment and Instruction for Students with Moderate-Severe Disabilities, This plan is developed utilizing core curriculum standards and are then implemented and observed by university supervisors inSPED 172: Initial Practicum in Moderate-Severe Disabilities. Additionally, SPED 146: Assessment and Instruction for Students with Moderate-Severe Disabilities covers content areas such as the utilization of UDL to ensure standards-based access for students with moderate-severe disabilities and use of tools such as IEP matrices and participation to articulate how contexts for embedded instruction and individualized student supports. This is introduced through class lectures and readings and evaluated through major course assignments.

In SPED 130: Assessing Students with Special Needs, the concept of summative and formative evaluation is introduced. Teacher candidates learn to understand that assessment should be an ongoing process and that assessment and instruction cannot be separated. In completing Curriculum-Based Assessment project, teacher candidates are instructed to data to make instructional decisions (i.e., data-based instruction).

In SPED 136: Assessment, Instruction, and Curriculum for Students with Mild/Moderate Disabilities and concurrent fieldwork (SPED 171), students design and implement a universally-designed, differentiated instruction unit in science, social studies, or mathematics, and evaluate and reflect upon their ability to plan a unit that is accessible to all students in the classroom. The next semester, students design, deliver, and evaluate an intervention, based on assessment of student response to instruction, in reading or mathematics in SPED 137: Specialized Academic Instruction for Students with Mild/Moderate Disabilities and SPED 175: Final Practicum.

The text for SPED 219: Effective Communication and Collaborative Partnerships, is: Snell, M.E. & Janney, R. (2005). Collaborative Teaming (2nd Ed.). Baltimore: Paul H. Brookes. In this course, candidates also consider content related to collaborative partnerships between general and special educators, as well as model of and practices related to collaboration in light of their own experiences working on a collaborative team through the Collaborative Teaming Reflection assignment.

Fieldwork courses required in the program require candidates to differentiate to ensure that all students have access to the core curriculum. In EHD 178 candidates teach in the general education setting writing and implementing lesson plans to meet the standards for all students in the class. In SPED 171/172 and 175/176 candidates work as an Education Specialist and write, implement, and reflect on plans to allow for equitable access.

Intern Program Delivery Model:
The intern pre-service component (providing skills and knowledge required prior to entering the classroom as the teacher of record) includes introductory preparation in general and specialty specific pedagogy relative to the authorized as well as ongoing preparation throughout the program. The intern pre-service component includes introductory preparation relative to Standard 13: Curriculum and Instruction of Students with Disabilities in SPED 120: Introduction to Special Education, and SPED 145: Designing Effective Environments for Students with Disabilities.

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