COURSE SCHEDULE TOPICS AND REQUIERED READINGS
SESSI TOPIC
ON/
DATE
Week 1 Introduction and Course
Jan. 23 Overview
o * Syllabus: Review the syllabus
page-by-page
o * Complete the Mandatory
Reporting Module
o * Overview of 30 Hour Field
Observation Assignment
Jan. 30 Characteristics of Students
with Complex Instructional
Needs [CIN]
Who are students with Complex
Instructional Needs?
Feb. 6 Three Principles of Universal
Design for Learning
o * Representation [The "what" of
learning]
o * Engagement [The "why" of
learning]
o * Action/Expression [The "how" of
learning]
Application of UDL
ASSIGNED READINGS DUE DATES
* Complete the mandatory reporting
module
https://www.reportabusepa.pitt.edu/webapp
s/portal/execute/tabs/tabAction?
tab_tab_group_id=_2_1 . Print the
completion certificate and bring a copy to
class 1/30 - keep the original for yourself.
* Field Observation Guide for Classrooms
Serving Students with Complex Instructional
Needs (CIN)
* Iris Module - Perceptions of Disability Concept Map
http://iris.peabody.vanderbilt.edu/module/d [pre and post]
a/challenge/#content
* Read handout Definition of Students with
CIN
* Power point presentation outlining
characteristics of students with complex
instructional needs
* Journal Article Presuming Competence
* Disability
http://iris.peabody.vanderbilt.edu/module/u Research
dl/ Piktocharts
Meyer, A., Rose, D. H., & Gordon, D. (2015).
UDL: Theory and Practice - Universal
Design for Learning: Theory & Practice
* Formative Assessments
 principals/guidelines to the
planning, selection, and use of
instructional materials and
resources

Feb. Accommodations, Adaptations and * PowerPoint - Individualized student Journal 1

13/ 20 Modifications support narrated
* PowerPoint Planning instructional
Overview of Standards Aligned Unit engagement for all students
Plan * Supplementary Aids & Services Handout

Feb. 27o Data Collection Systems http://mast.ecu.edu/modules/dc_intro/ Disability

o Data Based Decision Making http://mast.ecu.edu/modules/dbd/ Lesson Plan
with Adapted
Materials
Mar. 6 Instructional Strategies I Follow the links below and complete Journal 2
Systematic Instruction Plans assigned module prior to class:
o Task Analysis http://mast.ecu.edu/modules/sip/introd
o Time Delay uction/
o Prompting Systems http://mast.ecu.edu/modules/ta/
http://mast.ecu.edu/modules/ps/
March 13: SPRING BREAK
Mar. 20 Instructional Strategies II http://mast.ecu.edu/modules/bw/ Systematic
o Multisensory Teaching Methods o Assigned Readings on MTM Instruction
o Writing Instruction Plan

Mar. 27 Instructional Strategies III Quick Reads: Groups 1-3

o Direct Instruction o Direct Instruction Strategy
o Graphic Organizers o Discussion/Questioning Instruction
Read Aloud o Graphic Organizers presentation
o Read Aloud
Apr. 3 Instructional Strategies IV http://mast.ecu.edu/modules/ssid_sbl/ Groups 4-6
Story Based Lesson o Errorless Teaching Strategy
Errorless Teaching o Feedback/Error Correction Instruction
presentation
Apr. 10 WORK DAY
Apr. 17 Communication and o Assigned Readings on Collaboration and Co-
Collaboration teaching
o Strategies to promote effective
communication
o Co-planning and Co-teaching
Apr. 24/ Presentations Standards Aligned Unit Plan with Adapted Book
May 1
May 8: - Journal 4 [Final Reflection and Presuming Competence Statement Rewrite]

Journal Article Presuming Competence

Jorgensen, C. M., McSheehan, M., & Sonnenmeier, R. M. (2007). Presumed competence reflected in the
educational programs of students with IDD before and after the Beyond Access professional
development intervention. Journal of Intellectual and Developmental Disability, 32(4), 248-262