EDSP 350


Document Type

Course Change

Alternate Date

2007 - 2008


KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: October 2007 SPONSORING PROGRAM AND CHAIR: Education, MS 2611 Chairs: Dottie Bauer (8-2864) and Len Fleischer (8-2846) PROPOSAL SPONSOR: Evie Gleckel and Nancy Lory on behalf of faculty teaching in the special education, early childhood, and elementary education certification options TITLE SUMMARY: EDSP 350 Curriculum Design for SPED 4 credits PROPOSED ACTION: Underline proposed changes . Course Addition Description Change Prerequisite Change Course Deletion Course Replacement Number Change Title Change Credit Change Other: EXISTING (OLD) DATA: PROPOSED (NEW) COURSE TITLE: EDSP 350 Curriculum Design for Students with Special Needs 4 credits PROPOSED (NEW) COURSE DESCRIPTION: Curriculum design, instructional approaches and practices, and informal assessment and progress monitoring for addressing individual needs in the areas of reading, writing, and mathematics; strategies that support direct and differentiated instruction, adaptations and modifications, response to intervention, and access to general education. Prerequisite: EDSP 250. Fall, Spring LEARNING OUTCOMES: 1. critically examine curricular materials and approaches as they relate to skill acquisition and mastery of reading, written language and mathematics; 2. become familiar with instructional technologies used to support instructional planning and individualized instruction; 3. develop the knowledge and skills to possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs (ELN); 4. select, adapt, and use instructional strategies to promote challenging learning results in general and special education curricula and to appropriately modify learning environments for individuals with exceptional learning needs. 5. design instruction and adapt curriculum by identifying and targeting specific skills, selecting effective instructional approaches, and arranging the learning environment (grouping, physical setting, scheduling, teacher and peer contacts) to accommodate student needs 6. identify authentic assessments (ex. work samples, running records, portfolios, think-alouds) to evaluate (miscue/ error analysis) student performance, determine instructional needs, direct educational decisions, document progress, and monitor the effectiveness of instruction 7. critically examine curricular materials and approaches as they relate to skill acquisition and mastery of reading, written language, math, and content areas 8. identify study skills and learning strategies as they relate to acquiring and mastering reading, written language skills, math, and content area; focusing on ways to extract information from a text, understand concepts, develop test taking skills, promote student independence, and enhance the effectiveness and efficiency with which students approach learning experiences and instructional demands 9. evaluate and modify the format, organization, layout, and content of worksheets, texts, and learning activities 10. identify options for structuring and diversifying direct instruction, independent tasks, and practice activities 11. develop systems for managing time, materials, instructional groups, and individualized instruction in special education and classroom settings 12. create peer tutoring and cooperative learning activities as vehicles for enhancing academic engaged time, skill mastery, and participation of students in the classroom and special education settings 13. match characteristics of described learners with the selection of instructional approaches and justify choices RATIONALE: The prefix change is part of the Education Department’s redesign and move to a 4-credit model. The scope and the sequence of the course will be similar to the previous SPED 401 course with additional attention devoted to the connection between informal assessment, response to intervention, and curriculum design RESOURCES: Who will teach this course: Is additional staffing needed? How often will the course be offered? Existing faculty and staff. Course will be offered each semester. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No additional resources needed at present. ADVISORY OPINIONS: Education Secondary Education Option(s)


Senate Curriculum Committee




Keene State College

EDSP 350