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The new program of the Department of Special Education and Communication Disorders at VSU consists of a sequential, five year program resulting in a Master’s of Education degree in Mental Retardation through the MR/Severe track of courses. This program is specifically designed to train teachers to work with students with severe disabilities. Since MR certification will be the result of completing the program, the MR/DD Curriculum Standards were utilized for this program. Students finishing four years of the program receive a Bachelor’s of Science in Education degree but are not eligible for certification. For this reason, advanced and initial courses are included in this matrix.

Regarding the Mental Retardation/Developmental Disabilities Curriculum Standards/Guidelines listed below, course outlines are included with syllabi only for those courses which have been/are being taught. Junior level courses (3000) are core courses for all tracks. Senior level courses are at the 4000 level. Graduate or advanced courses are 5000 level or above and are included as appropriate because this is a five year program. The primary citation for meeting a standard/guideline is listed first. In some instances a combination of courses meet the requirements of a single standard.

Knowledge and Skills for All Beginning Special Education Teachers of

Students with Mental Retardation and Developmental Disabilities

 

 

Guidelines

 Cite courses by number; cite other documentation by page number. Provide descriptions and examples as needed.

      MR: Mental Retardation/Developmental Disabilities

      1. Philosophical, Historical, and Legal Foundations of Special Education

  
 

      Knowledge:

  
 

      K1 Current educational definitions of students/individuals with mental retardation/developmental disabilities, including identification criteria, labeling issues, and current incidence and prevalence figures.

 SPEC 4010 Objectives 1, 2

SPEC 4051 Objective 1

SPEC 3010 Objective 1

      K2 Major perspectives on the definition/etiology of mental retardation/developmental disabilities.

 SPEC 4010 Objectives 1-8

PSYC 2700 Objectives 3, 6

      K3 Continuum of placement and services available for students with mental retardation/developmental disabilities.

 SPEC 3040 Course Schedule for 11/2

SPEC 4010 Objectives 2, 9, 13, 14

SPEC 3010 Objective 8

      K4 The historical foundations and classic studies, including the major contributors, that undergird the growth and improvement of knowledge and practices in the field of mental retardation/developmental disabilities.

 SPEC 3020 Objective 1

PSYC 2700 Objective 1

PSYC 3110 Objective 1

      Skills:
 

      S1 Articulate the pros and cons of current issues and trends in special education and the field of mental retardation/developmental disabilities.

 SPEC 5120 Objective 3

SPEC 4051 Objective 8

      S2 Articulate the factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with mental retardation/developmental disabilities.

 SPEC 3010 Objective 1

SPEC 4010 Objective 13

      S3 Teach students with extensive disabilities, focusing on ability and similarities to children without disabilities.

 SPEC 4030 Objective 9

SPEC 4051 Objective 4

      MR: Mental Retardation/Developmental Disabilities

      2. Characteristics of Learners

  
 

      Knowledge:

  
 

      K1 Causes and theories of intellectual disabilities and implications for prevention.

 SPEC 4010 Objectives 1, 2, 3

SPEC 3010 Objective 1

      K2 Medical aspects of intellectual disabilities and their implications for learning.

 SPEC 4051 Objective 12

      K3 Medical complications and implications for student support needs, including seizure management, tube feeding, catheterization, and CPR.

 SPEC 4051 Objective 12

SPEC 4010 Objective 3

      K4 Psychological characteristics of students with mental retardation/developmental disabilities, including cognition, perception, memory, and language development.

 SPEC 4010 Objectives 5, 6, 7, 8

COMD 3070 Objective 1

      K5 The social-emotional aspects of mental retardation/developmental disabilities, including adaptive behavior, social competence, social isolation, and learned helplessness.

 SPEC 4010 Objective 7

SPEC 4090 Objective 1

      Skills:

  
 

      S1 Describe and define general developmental, academic, social, career, and functional characteristics of individuals with mental retardation/developmental disabilities as they relate to levels of support needed.

 SPEC 4051 Objectives 1, 4

SPEC 4010 Objectives 4, 5, 6, 7, 9, 10

      MR: Mental Retardation/Developmental Disabilities

      3. Assessment, Diagnosis, and Evaluation

  
 

      Knowledge:

  
 

      K1 Legal provisions, regulations, and guidelines regarding unbiased assessment and use of instructional assessment measures with students with mental retardation/developmental disabilities.

 SPEC 3050 Objectives 3, 4, 9

SPEC 4030 Objectives 4, 5

      K2 Specialized terminology used in the assessment of students with mental retardation/developmental disabilities.

 SPEC 3050 Objectives 6, 7, 8, Activity 3

SPEC 4030 Objectives 4, 5

      K3 Conditions and assessment instruments that ensure maximum performance for students with mental retardation/developmental disabilities.

 SPEC 4051 Objective 3

SPEC 4030 Objective 5

      K4 Adaptive behavior assessment.

 SPEC 5010 Activity 9

SPEC 4010 Activity I

SPEC 3050 Objective 12

      K5 Specialized policies regarding referral and placement procedures for students with mental retardation/developmental disabilities.

 SPEC 3050 Objectives 2, 14

SPEC 3010 Objective 8

      Skills:

  
 

      S1 Use exceptionality-specific assessment instruments such as adaptive skills assessments and developmental screening assessments.

 SPEC 5010 Activity 9

SPEC 4051 Objective 3

SPEC 4070 Objective 1

      S2 Adapt and modify existing assessment tools and methods to accommodate the unique abilities and needs of students with mental retardation/developmental disabilities, including ecological inventories, portfolio assessments, functional assessments, and future-based assessments.

 SPEC 4051 Objective 3

SPEC 4070 Objectives 1, 2

SPEC 3050 Objective 12

SPEC 4010 Activity I

      MR: Mental Retardation/Developmental Disabilities

      4. Instructional Content and Practice

  
 

      Knowledge:

  
 

      K1 Sources of specialized materials for students with mental retardation/developmental disabilities.

 SPEC 4051 Objective 6

SPEC 4010 Objectives 6, 9, 10

SPEC 4030 Objectives 6, 7, 8

      K2 Assistive devices for individuals with special needs.

 SPEC 5050 Objective 1

SPEC 4100 Objective 2

      K3 Approaches to create positive learning environments for individuals with special needs.

 SPEC 3010 Objective 11

SPEC 4070 Objective 10

      Skills:

  
 

      S1 Utilize research-supported instructional strategies and practices, including the functional embedded skills approach, community-based instruction, task analysis, multisensory, and concrete/manipulative techniques.

 SPEC 4030 Objective 3

SPEC 4051 Objective 13

SPEC 5090 Objectives 4, 5, 9, 10, 11

SPEC 4070 Objective 12

      S2 Design and implement sensory stimulation programs for individuals with extensive needs.

 SPEC 5010 Objective 3

      S3 Teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment, including accessing public transportation, cooking, shopping, laundry, functional reading, and sexuality.

 SPEC 4030 Objectives 7, 8, 9

SPEC 5010 Objective 3

SPEC 4170 Objective 6

      S4 Design age appropriate instruction based on the adaptive skills of students with mental retardation/developmental disabilities.

 SPEC 5010 Objective 3

SPEC 4170 Objective 5

      S5 Integrate selected related services into the instructional day of students with mental retardation/developmental disabilities.

 SPEC 5010 Objectives 11, 12, 13

SPEC 4170 Objective 7

      S6 Provide instruction in community-based settings.

 SPEC 5010 Objective 10

SPEC 5090 Objectives 4, 5, 9, 10, 11

      S7 Assist students in the use of alternative and augmentative communication systems.

 SPEC 4100 Objective 7

SPEC 5010 Objective 4

SPEC 5050 Objectives 6, 7

      S8 Use appropriate physical management techniques, including positioning, handling, lifting, relaxation, and range of motion.

 SPEC 4170 Objective 9

SPEC 4130 Objective 1

      S9 Use and maintain orthotic, prosthetic, and adaptive equipment effectively.

 SPEC 4170 Objective 9

SPEC 4130 Objective 3

      MR: Mental Retardation/Developmental Disabilities

      5. Planning and Managing the Teaching and Learning Environment

  
 

      Knowledge:

  
 

      K1 Model programs, including career/vocational and transition, that have been effective for individuals with mental retardation/developmental disabilities.

 SPEC 3060 Objectives 3, 11, 12, 19

SPEC 4010 Objective 9

      Skills:

  
 

      S1 Structure the physical environment to provide optimal learning for students with mental retardation/developmental disabilities.

 SPEC 5010 Objectives 12, 13

SPEC 3020 Objective 4

      S2 Demonstrate the ability to teach students with mental retardation/developmental disabilities in a variety of placement settings.

 SPEC 5010 Objective 10

SPEC 4170 Objectives 1, 6

SPEC 5090 Objectives 9, 10, 11

      MR: Mental Retardation/Developmental Disabilities

      6. Managing Student Behavior and Social Interaction Skills

  
 

      Knowledge:

  
 

      K1 Theories of behavior problems in individuals with mental retardation/developmental disabilities, including self-stimulation and self-abuse.

 SPEC 3020 Objectives 1, 4, Course Schedule for 8/25

SPEC 4010 Objective 10

      K2 Impact of multiple disabilities on behavior.

 SPEC 3010 Objectives 1, 4

SPEC 5100 Objective 2

      Skills:

  
 

      S1 Design, implement, and evaluate instructional programs that enhance the student's social participation in family, school, and community activities.

 SPEC 4090 Objectives 5, 6, 7

SPEC 5020 Objective 1

      MR: Mental Retardation/Developmental Disabilities

      7. Communication and Collaborative Partnerships

  
 

      Knowledge:

  
 

      K1 Sources of unique services, networks, and organizations for students/individuals with mental retardation/developmental disabilities.

 SPEC 3060 Objective 4

SPEC 4010 Objectives 9-14

      Skills:

  
 

      S1 Assist students, with the support of parents and other professionals, in planning for transition to adulthood including employment and community and daily life, with maximum opportunities for full participation in community and decision making.

 SPEC 4051 Objective 10

SPEC 3060 Objective 9

      MR: Mental Retardation/Developmental Disabilities

      8. Professionalism and Ethical Practices

  
 

      Knowledge:

  
 

      K1 Consumer and professional organizations, publications, and journals relevant to the field of mental retardation/developmental disabilities.

 SPEC 3040 In lieu of Required Textbook

SPEC 3070 Objective 3

      Skills:

  
 

      S1 Participate in the activities of professional organizations relevant to the field of mental retardation/developmental disabilities.

 SPEC 5020 Objective 12

SPEC 3040 CEC membership required