INDIANA UNIVERSITY SCHOOL OF EDUCATION IUPUI

EDUC K561: Curriculum and Methods Intense Intervention

Summer II, 2016 (June 27 August 5)
Professor: Pat Rogan, Ph.D.
Office Phone: 317-274-6861
Email: progan@iupui.edu
Office Hours: By appointment.
Dates of Course: June 27 August 8, 2016
Credits: 3 hours
Course Description
Special education for students considered to have significant dis/abilities has evolved
tremendously over the past several decades. Prior to the 1975 passage of PL 94-142 (IDEA)
students were denied access to regular public schools. Despite excellent examples of students
being successfully included in regular classrooms and the life of the school throughout the U.S.
and the world, most students with high support needs continue to be relegated to separate selfcontained classrooms with little or no contact with their general education peers. Similarly,
curriculum and instructional methods for students labeled with severe dis/abilities have
evolved significantly over time. Whereas in the past teachers and other educators focused solely
on functional life skills instruction, we now understand that academic AND meaningful daily
living skills can and should be part of inclusive curriculum and instruction.
This course is designed to prepare teachers to develop, implement, and evaluate effective
teaching and learning experiences for students considered to have significant dis/abilities, or
intense intervention needs, in pre/K 12 classrooms. Specifically, this course focuses on the
1

Council for Exceptional Children (CEC) professional competencies for teachers who earn
Intense Intervention certification (see below).

Course Objectives
Upon completion of this course, students will know, understand, and be able to:
1. Collaborate with parents/guardians and other team members to get to know the
characteristics of students labeled as having intense intervention needs, including
culturally and/or linguistically diverse students, and use this information to plan,
implement, and evaluate individualized instruction.
2. Collaborate with students, parents/guardians and other team members to write ageappropriate Individualized Education Plans that prepare students for meaningful
curriculum and instruction, and inclusive lives.
3. Plan and implement standards-based curriculum, including literacy, mathematics, and
other general education content areas.
4. Design and implement individualized, engaging, relevant, age-appropriate, and
universally designed instructional plans that may include co-teaching with general
education teachers in inclusive settings.
5. Design and implement individualized daily and weekly schedules for each student.
6. Utilize individualized adaptations, modifications, and assistive technology to support
learning and maximize independence.
7. Teach meaningful, age-appropriate daily living skills and routines in naturally occurring
and inclusive settings and activities.
8. Collaborate with related services personnel, including Occupational, Physical, and
Speech Therapists to address appropriate positioning, personal management needs, and
speech/communication strategies.
9. Facilitate and support social skills and peer relationships.
10. Plan for and supervise paraprofessionals.
11. Document student performance, evaluate progress, and make appropriate instructional
modifications based on assessment data.
12. Understand the strengths and weaknesses of our current service delivery system, and be
able to positively advocate for appropriate services and supports to meet the needs of
students and their families.

IUPUI School of Education

Special Education Program Assertions
The special education program in the School of Education at IUPUI is designed to prepare
educators through coursework and authentic, inclusive, urban field experiences who:
Value their work with and in racially, ethnically, income, ability, and linguistically diverse,
urban communities.
Hold critical understandings of historical, political, social, cultural, pedagogical and
philosophical values, beliefs, practices, and processes that have shaped how dis/ability is
defined and implemented in educational settings.
Explore and question intersections between race, class, gender, and other social group
memberships and special education eligibility, placement decisions, and services.
Provide rigorous, universally accessible, culturally and individually responsive, and highly
engaging learning experiences for all students, particularly those with dis/abilities.
Engage in multiple forms of shared practice with general education and other education and
community colleagues to ensure access, participation, and positive life outcomes for students
with dis/abilities.
Develop and foster collaborative relationships and partnerships with students, families, and
community members.
Examine and effectively challenge current constraints for educating students with dis/abilities
in inclusive, neighborhood, educational settings.
Advocate for policies and practices in schools and society that promote high quality,
inclusive, and culturally responsive services and supports for all students, particularly those
with dis/abilities.
Indiana Educator Standards for Exceptional Needs Intense Intervention Aligned with
Council for Exceptional Children (CEC) Standards
Standard 1: Foundations of Special Education. Teachers of students with intense exceptional
needs have a broad and comprehensive understanding of the historical, philosophical, ethical,
and legal foundations of the field of special education and demonstrate the ability to apply this
knowledge to effectively meet the needs of students with intense exceptional needs. (CEC 1, 8)
Standard 2: Development and Characteristics of Students with Intense Exceptional Needs.
Teachers of students with intense exceptional needs have a broad and comprehensive
understanding of the characteristics and needs of students with dis/abilities as well as factors
affecting the learning and development of students with intense exceptional needs and
demonstrate the ability to apply this knowledge to effectively meet the needs of students with
intense exceptional needs. (CEC 1, 2, 3, 4, 6)
Standard 3: Assessment. Teachers of students with intense exceptional needs have a broad and
comprehensive understanding of various types of formal and informal assessments and
assessment procedures used in the field of special education and demonstrate the ability to select,

adapt, modify, administer, and interpret the results of assessments used with students with intense
exceptional needs. (CEC 7, 8, 10)
Standard 4: Individualized Program Planning and Implementation. Teachers of students with
intense exceptional needs have a broad and comprehensive understanding of procedures for
developing, implementing, monitoring, and amending individualized educational programs for
students with intense exceptional needs and demonstrate the ability to follow these procedures in
planning and implementing individualized programs for students with intense exceptional needs.
(CEC 1, 3, 5, 7, 8, 10)
Standard 5: Learning Environments. Teachers of students with intense exceptional needs have a
broad and comprehensive understanding of a variety of learning environments for students with
intense exceptional needs and demonstrate the ability to plan, manage, and modify learning
environments for students with intense exceptional needs. (CEC 2, 4, 5, 7)
Standard 6: Instructional Planning and Delivery. Teachers of students with intense exceptional
needs have a broad and comprehensive understanding of effective, research-based instructional
practices for students with intense exceptional needs and demonstrate the ability to apply such
practices to promote students' cognitive development, academic achievement, and functional
independence skills. (CEC 3, 4, 5, 6, 7)
Standard 7: Communication and Social Skills. Teachers of students with intense exceptional
needs have a broad and comprehensive understanding of strategies for fostering students'
communication and social skills and demonstrate the ability to apply such strategies to help
students with intense exceptional needs achieve their individual goals related to communication
and social skills. (CEC 4, 5, 6, 7, 10)
Standard 8: Positive Behavioral Interventions and Supports. Teachers of students with intense
exceptional needs have a broad and comprehensive understanding of the principles of positive
behavioral interventions and supports and demonstrate the ability to apply these principles by
providing effective positive behavioral interventions and supports for students with intense
exceptional needs. NOTE: This competency area is taught in K553 and K529. (CEC 1, 4, 5, 7, 8,
10)
Standard 9: Transitions. Teachers of students with intense exceptional needs have a broad and
comprehensive understanding of strategies for teaching independent living skills and promoting
successful lifelong transitions and demonstrate the ability to apply this knowledge to help
students with intense exceptional needs acquire independent living skills and make successful
transitions. NOTE: This competency area is taught in K541. (CEC 3, 4, 5, 7, 10)
Standard 10: Professional Roles and Responsibilities. Teachers of students with intense
exceptional needs have a broad and comprehensive understanding of the professional roles and
responsibilities of the special education teacher and demonstrate the ability to apply this
4

knowledge by acting professionally and responsibly with regard to the education of students with
intense exceptional needs. (CEC 1, 2, 3, 5, 6, 7, 9, 10)
Technology Requirements
It is expected that students taking an online course have reliable and
consistent access to a computer with high-speed internet connection. If
working from a school computer, please be advised that some websites
required for the course may be blocked. Please plan accordingly, or talk with
your district technology director to ensure you can access the required
websites.
Students will need to purchase a headset mic.
Technology Support
Indiana University students have access to the following resources:
IUWare Download software at no (or low) cost; includes Microsoft Office
2012, Windows 7 OS, Adobe Suites, Anti-Virus software, and more.
Receive student pricing on hardware.
UITS Receive technology support and training workshops. Students with
technical issues related to hardware or University-supported software
should first contact UITS at 317-274-HELP.
Weekly Structure
Typically your assignments will be due on Fridays and Sundays. Below is a
suggested timeline to help you stay on task:
Monday-Thursday - Complete the readings and module activities.
Sunday by 11:59 p.m. - Submit active learning assignments for the
module to blog.
Assignments are due by 11:59 p.m. on the designated due date. Failure to
post assignments on time will result in a deduction of 20% per day. If you
run into a legitimate roadblock that keeps you from turning your work in on
time, please send me an email explaining your situation. Remember you are
working with technology and things can (and probably will) go wrong at some
point. Please plan ahead to avoid these situations and late assignments.
Your grades will be posted in the grade book as soon as your assignments
have been evaluated, generally within 5-7 days after the due date. I will
communicate in advance via announcements should there be a delay.
Required Books
The two required books are available electronically for FREE or can be purchased online at
Amazon.com, at the publishers website, or at the IUPUI Barnes & Noble bookstore in the
Campus Center.
5

Downing, June (2010). Academic Instruction for Students with Moderate and Severe
Intellectual Disabilities in Inclusive Classrooms. Corwin Publishing Co. Available at:
http://www.ulib.iupui.edu/cgi-bin/proxy.pl?url=http://site.ebrary.com/lib/iupui/Top?
id=10831363
Agran, M., Brown, F., Hughes, C., Quirk, C. & Ryndak, D. (2014). Equity and Full
Participation of Individuals with Severe Disabilities: A Vision for the Future. Paul Brookes
Publishing Co. Available at: http://www.ulib.iupui.edu/cgi-bin/proxy.pl?
url=http://site.ebrary.com/lib/iupui/Top?id=10913208
Supplemental Texts (Recommended, but not required)
Browder, Diane and Spooner, Fred (2014). More Language Arts, Math, and Science for
Students with Severe Disabilities. Paul Brookes Publishing Co.
Udvari-Solner, Alice and Kluth, Paula (2008). Joyful Learning: Active and Collaborative
Learning in Inclusive Classrooms. Corwin Publishing Co.
Additional articles and other resources will be posted on Canvas in the Resources section.
Course Assignments (200 Points Total)
1. Reading Responses: 6 Responses @ 10 points each = 60 points
Each week you will responsible for summarizing the reading material using Voicethread.
Please review the Voicethread tutorial on Canvas. Readings will be divided among class
members, who will serve as experts about the assigned material. Class members will
also have a short article to read from the list of Featured Resources, and may be
responsible for finding one additional reading or resource related to the topics of the
Module.
As an expert, you will be expected to:
Analyze and prepare a 3-5 minute comprehensive summary of the reading
content.
Create and share your narrated presentation with class members using
Voicethread.
You may be assigned specific questions to address in your reading responses.
Grading Rubric:
Prepares and posts a thorough narrated summary of the key points of the assigned
readings. (8 points)
Presentation reflects graduate quality content and format. (2 points)
2. Critical Inquiry Portfolio: Two Entries @ 50 points each = 100 points
You will conduct independent investigations of two of the course objectives that are of
greatest interest to you. Topics must be cleared with the course instructor by July 5th in
6

order to minimize redundancy. Portfolio presentations will be developed and posted for
all class members to see using Weebly. A tutorial for using Weebly is provided in
Canvas. For each blog entry, please include:
a. Title: Provide an inviting, catchy title for each Weebly blog post.
b. Introduction: Describe your topic and its importance for teaching and learning with
students who have high support needs. Briefly summarize current issues and
challenges related to your topic. Identify the relevant CEC Standards that you are
addressing.
c. Current Best Practices: What does the current literature say about your topic? What
are considered evidence-based or best practices related to the topic? Locate, read,
cite, and summarize at least three current articles (i.e., dated 2006-2016).
d. Application: How can this information be applied to teaching and learning? Discuss
specific, practical strategies regarding teaching students with high support needs.
e. References and Resources: Provide your reference list as well as additional resources
that youve found.
Grading Rubric:

All assignment components are addressed thoroughly (10 points)

Content reflects current best practices (25 points)
At least 3 current references are used (5 points)
Presentation, writing, and organization reflects graduate level quality (10 points)

3. Mini Conference Presentation: 1 @ 40 points

After synthesizing the course readings, presentations, and discussions, prepare a
presentation using Voicethread for the class Mini Conference on Inclusive Practices for
Students with Intense Intervention Needs. Your original presentation should be
practical and applied, with examples, visuals, and resources. Guiding questions to
consider when developing your presentation include:
a. Why should students with labels of severe dis/abilities be included in inclusive
classes and other integrated contexts?
b. What student-centered assessment and planning approaches can be used to get to
know your students and determine what to teach?
c. How will you promote student voice and choice (self-determination) in all aspects of
curriculum and instruction?
d. What are examples of effective instructional strategies?
e. How might adaptations, accommodations, and assistive technology be utilized to
enhance teaching and learning?
f. How should paraeducators be used effectively to support students in inclusive
settings?
g. What strategies can be used to collaborate effectively with all team members to meet
the academic, physical, sensory, and health needs of your students?
h. How will you teach and support social interactions and positive behavior?
7

i. How will you embed daily living skills in meaningful and inclusive settings and
activities?
j. How will you assess student learning and make appropriate instructional
adjustments?
Grading Rubric:
Presentation reflects course readings, presentations, and discussions (10 points)
Content of presentation is practical and applied, and includes examples, visuals, and
resources for educators and parents/guardians. (25 points)
Presentation reflects graduate quality of written and visual format. (5 points)

GRADING SCALE

A
95-100

A94

B+
87-89

B
83-86

B80-82

C+
77-79

C
73-76

C70-72

D+
67-69

D
63-66

D60-62

90-

Guidelines for Assignments

1. Written work must reflect college-level writing, with correct grammar, spelling, and
sentence structure. Work must be well-organized.
2. Citations should follow APA guidelines.
3. Please use person-first language and avoid using any student identifying information.
Accommodations
If you have any needs that may require accommodations, please inform the course professor as
soon as possible. We will work together to ensure appropriate accommodations are provided.

In addition, please contact the IUPUI Office of Adaptive Educational Services: aes@iupui.edu;
Ph: 317-274-3241 (TDD/TTY: 317-278-2050). Website: https://aes.iupui.edu/
IUPUI Writing Center
If you need support to improve your writing skills, the IUPUI Writing Centers is available to
assist you. Website: http://www.iupui.edu/~writectr/. To schedule an appointment, call 317-2742049. Hotline: 317-274-3000.
Academic Integrity
Plagiarism is defined by the university as the offering of work of someone else as ones own.
Academic integrity requires that any ideas or materials taken from another source for either
written or oral use must be fully acknowledged. Any student who fails to give credit for ideas or
materials taken from another source is guilty of plagiarism. Plagiarism will result in failure of
the assignment and may result in failure of the course. It may also be reported to the School of
Education Associate Dean for Academic Affairs for further review.

COURSE OUTLINE
MODULE 1 - WEEK OF JUNE 27 JULY 1
Teaching Students with Significant Disabilities in Inclusive Classrooms Foundational
Beliefs and Practices
Introduction & Overview
Historical Perspectives, Current Trends, Issues & Values Driving Services
The intersection of dis/ability and race, ethnicity, and poverty
Who are Students Labeled with Significant Dis/abilities/Intense Intervention Needs?
Recommended Practices
Read: Downing, Chapter 1
Agran, Chapters 1 & 2
Featured Resource (FYI For your learning; no assignment due.)
Select one short article to read under Inclusive Schooling from Paula Kluths website:
http://www.paulakluth.com/readings/
Due: Reading Response #1
Find and post one additional reading or practical resource related to the Module
topics and post on Canvas.

MODULE 2 - WEEK OF JULY 4 JULY 8

Perceptions of Self-advocates & Self-determination
Instructional Strategies & Teaching Arrangements
Characteristics of Effective Instruction for ALL Students
Analyzing Tasks for Improved Learning; Instructional Prompts and Cues
Maintaining and Generalizing Skills
Teaching Arrangements in General Education Classrooms
Read: Agran et al, Chapters 3 & 5
Downing, Chapter 2

10

Featured Resource (FYI For your learning; no assignment due.)

Select one short article to read under Autism from Paula Kluths website:
http://www.paulakluth.com/readings/
Due: Reading Response #2
Find and post one additional reading or practical resource related to the Module
topics and post on Canvas.

MODULE 3 - WEEK OF JULY 11 15

Determining Student Needs What to Teach
Family and Student-based Assessment Procedures
Person-Centered Planning
Blending Student and Family Goals with State Standards
Identifying Learning Opportunities
Writing IEP Goals and Objectives
Read: Downing, Chapter 3
Agran et al, Chapter 4 & 8
Due: Reading Response #3
Portfolio Assignment #1

MODULE 4 - WEEK OF JULY 18 22

Teaching the Core Curriculum: Literacy/Language Arts, Mathematics, and other Core
Subject Areas
Response to Interventions
Adapting Curriculum to Make it Meaningful: Identifying the BIG Ideas
Direct Instruction, Small Group, Large Group, and Paired Instruction
Read: Downing, Chapter 4
Agran et al, Chapter 9 & 11
11

Featured Resource (FYI For your learning; no assignment due.)

Select one short article to read under Literacy from Paula Kluths website:
http://www.paulakluth.com/readings/
Due: Reading Response #4
Portfolio Assignment #2

MODULE 5 - WEEK OF JULY 25 29

Teaching Students with Health Care Needs
Teaching as a Collaborative Effort
Social Interactions and Friendships
Co-teaching and Supporting General Education Ownership
Preparation and Support of Paraprofessionals as Teachers
Collaborating with Related Services Providers
Parent Volunteers
Peers as Teachers
Read: Agran et al, Chapter 10 & 12
Downing, Chapter 5
Featured Resource (FYI For your learning; no assignment due.)
Select one short article to read under Differentiating Instruction from Paula Kluths
website: http://www.paulakluth.com/readings/
Due: Reading Response #5
Mini Conference Presentation

12

MODULE 6 - WEEK OF AUGUST 1 5

Keeping Track of Student Progress and Taking Learning to the Next Level
Course Summary & Wrap-Up
Types of Data Collection Strategies
Linking Data Collection to IEP Objectives
Collecting Data During Instructional Times
Read: Downing, Chapters 6 & 7
Due: Reading Response #6
Find and post one additional reading or practical resource related to the Module
topics and post on Canvas.
Online Course Evaluation

13