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Viewing: ECI 571 : Instructional Strategies for Students with Disabilities

Last approved: Sat, 27 Aug 2016 08:01:07 GMT

Last edit: Fri, 26 Aug 2016 17:49:07 GMT

Change Type
ECI (Curriculum and Instruction)
Dual-Level Course
Cross-listed Course
Instructional Strategies for Students with Disabilities
Academic Methods for Spec Ed
College of Education
Curriculum, Instruction & Counselor (13ECI)
Term Offering
Fall Only
Offered Every Year
Spring 2017
Previously taught as Special Topics?
Course Delivery
Distance Education (DELTA)
Online (Internet)

Grading Method
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Edward J. Sabornie, Ph.D.

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2020NoThis is an online class that involves lecture via Mediasite and Collaborate as well as synchronous and asynchronous discussion, video clips. It also involves some field work, however, "lecture" appears to best capture course delivery.
Prerequisite: Graduate standing

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
13ECIGraduate Program in Special Education: MEdRequired
Graduate Certificate in Special Education Proposeed Graduate Certificate in Special Education Required
13MATGraduate Program in Special Education: MATRequired
Methods and materials for teaching students with disabilities in elementary and secondary school. Focus on research-supported instructional strategies for teaching academic skills, Universal Design for Learning, implementation of appropriate academic interventions, and evaluation of instructional outcomes within the context of Response to Intervention and Multi-Tier Systems of Supports.

Course title: The new title reflects the change in our Masters’ programs to combine three licensure areas (Intellectual Disabilities, Specific Learning Disabilities, and Emotional/Behavioral Disorders) under the State’s Special Education-General Curriculum license as schools in North Carolina adopted more cross-categorical programs for students with disabilities. Research indicates that methods originally developed for students with Specific Learning Disabilities are effective for students with other learning challenges and are widely used in cross-categorical settings.

Abbreviated Title:Wording for the abbreviated title was changed to align with the revised course title and the broader focus on special education.

Catalog description: The catalog description was edited to include greater emphasis on research-supported instructional techniques, implementation and evaluation of the outcomes of academic interventions, and activities and assignments designed to align with new North Carolina licensure requirements.   

Emphasis on Multi-Tier System of Supports (MTSS): The course has always focused on research-supported approaches to developing and implementing academic interventions that are components of the MTSS model for delivering services. Using current academic language and focus on the MTSS model aligns the course with state and national Special Education priorities.


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

This course has been taught originally as face-to-face, but has evolved to a hybrid format and is being redeveloped (with assistance from a DELTA IDEA grant) for fully online delivery. No additional resources will be required to offer this class.

Course objectives are to teach the following knowledge and skills within the context of MTSS

1. Evaluation of special education intervention research reported in peer-reviewed journals for classroom application to support the education of students with disabilities or at risk for academic failure. (LEADSERVE 2, 3, 5, 7, 9);

2. Identification of strengths and weaknesses of common instructional techniques for students with disabilities. (LEADSERVE 1, 2, 3, 5);

3. Identification of academic strengths and challenges for individual students, including students' current levels of functioning. (LEADSERVE 3, 5, 6, 8, 9);

4. Examination of techniques implementing intervention, monitoring student performance and instructional effectiveness, and communicating results to students, parents, and other professionals. (LEADSERVE 2, 6, 7, 9);

6. Identification of resources available to support teachers in implementing effective instruction for students with disabilities. (LEADSERVE 1, 2, 3, 9).

Student Learning Outcomes

Students will:

1.  Students will review and select research-based interventions for students in MTSS Tiers 11 and III. (Research to Practice/Lesson Plan), (LEADSERVE 2, 3, 5, 7, 9);

2. Translate educational research into practice by identifying instructional strategies supported in the research literature, translating them into classroom instructional procedures (Research to Practice/Lesson Plan), and evaluating instructional outcomes (LEADSERVE 1, 2, 3, 4, 5, 6, 9);                                                                                                

3.  Analyze commercially available materials (Materials Review) in regard to use with students with disabilities that address their strengths and needs including task analysis, sequences of examples, practice opportunities, and test examples (LEADSERVE 1, 2, 3, 5, 9);

4. Demonstrate facility in evaluating and implementing examples of direct instruction (Instructional Video Project) (LEADSERVE 2, 3, 5, 9);

5. Describe the rationale for and give examples of teaching academic learning strategies to students with academic disabilities (LEADSERVE 1, 2, 3, 4, 5);

6. Implement appropriate academic interventions, monitor student performance using CBM procedures to evaluate and modify instruction as appropriate (CBM Semester Project and Presentation) and report project results (LEADSERVE 2, 3, 5, 6, 8, 9).

Evaluation MethodWeighting/Points for EachDetails
Written Assignment15Proposal for the semester-long intervention project (Curriculum-Based Measurement)
Written Assignment35Evaluation of commercially available curriculum materials developed to teach reading or math content to students with disabilities based on extensive research compiled by the Institute of Educational Studies
Written Assignment25Development of a lesson plan designed to address specific academic challenge of a student with disabilities incorporating research-supported instructional methods. Lesson plan must be developed from an intervention research or research-to-practice article appearing in a peer-reviewed journal.
Project70Written report of semester-long intervention project designed to address and improve identified academic needs of an individual with a high incidence disability, implementing curriculum-based measurement (CBM), following educational journal format (APA).
Project25This assignment incorporates a video of a 10-minute instructional segment (from the project intervention) which will be shared with a small working group of students who will view and discuss the video. The student will submit the video to me along with a self-evaluation of the instructional video. I am currently working with DELTA and universal council to ensure that we meet FERPA standards for protection.)
presentation15On line presentation of the CBM project, including statement of the academic problem, description of the intervention, outcomes, and reflection. (Recording of oral presentation and poster)
Participation15Participation in introduction and in virtual discussions, project update forums throughout the semester.
TopicTime Devoted to Each TopicActivity
Overview of course focusing on course requirementsWeek 1Review of syllabus and website, library tools, university resources.
Forum: Student introductions
Website review and checklist
Multi-Tier System of Support (MTSS)Week 2Readings on history of MTSS model, critical elements for implementation, elements of research-supported instructional models, North Carolina training and implementation; view video on NC implementation of MTSS.
Research Supported Elements of Effective Instruction Week 3Readings: research on direct explicit instruction in foundation skills; research on effective instructional strategies
Complete IRIS Modules I and II on Evidence Based Practice (EDP). Participate in small-group, student-led discussion of EDP and school-based experience. Review commercial educational materials and submit review.
Curriculum Based Measurement (CBM)Weeks 4 & 5Complete assigned readings; participate in synchronous lecture/discussion of CBM, its role in MTSS, application in edTPA; explicit guidelines for completing signature course intervention project.
Identify participant for project, target instructional goal, complete IRIS Modules I and II on Classroom Assessment; participate in individual online consultation with instructor regarding intervention plan. Submit CBM project proposal.
Strategies for Foundations of Reading Weeks 6 & 7Readings: National Reading Panel Report on beginning reading; Reading Intervention Research on phonemic awareness, phonics, word study and building reading fluency; view video clips from Reading Rockets. Report on CBM project progress on Project Update Forum
Strategies for Reading Comprehension Weeks 8 & 9Reading research articles on reading comprehension and classroom strategies; view teaching videos on reading comprehension strategies (;
complete IRIS modules on Peer Assisted Learning and Teaching Vocabulary and Comprehension. Report on CBM project progress on Project Update Forum. Submit lesson plan assignment.
Strategies for Written Expression Week 10Complete readings; listen to podcast by Dr. Steve Graham; Complete IRIS Module on Written Expression; participate in Written Expression forum on effective classroom strategies.
Video lessonWeek 11Complete instruction video; participate in peer review of videos; and submit video and reflection.

Foundations of Arithmetic and MathematicsWeek 12Complete readings; complete IRIS module High-Quality Mathematics Instruction: What teachers should know.

View strategy video: How to Teach Math as Social Activity.
Multiplication, Fractions, Percent & Proportional ReasoningWeek 13 Complete Readings; Review NC Mathematics Standards; Complete IRIS Model: RTI for Mathematics;

Participate in Project Update Forum.
Pre-Algebra and Algebra ConceptsWeek 14Complete Readings; View video Algebra Team: Teacher Collaboration
Complete case study algebra (Part 1) Applying Learning Strategies to Beginning Algebra (IRIS Module).
Self-Regulation and Self-MonitoringWeek 15Complete Readings; view collaborate presentation with PowerPoint on Self-Regulation and Self-Monitoring.

Participate in Self-Regulation?Self-Monitoring Fourm
Final Project Due Week 16Complete and submit CBM Project
Post your poster overview of your project along with your 5-minute oral presentation on the forum for your working group.
mlnosbis 8/2/2016: No overlapping courses. No consultation required.

ghodge 8/2/2016 Ready for ABGS reviewers, but add the generic statement #14 from the syllabus checklist to the syllabus. Syllabus has been updated.

ABGS Reviewer Comments:
-No comments.
psztajn (Thu, 25 Feb 2016 13:05:06 GMT): Rollback: Susan, Like the other three courses in the certificate that were just approved, can you change the maximum enrollment to 20 students? Contact me and I will be glad to discuss the reasons.
mmmartin (Tue, 15 Mar 2016 18:09:43 GMT): GSC rollback to Susan Osborne to edit syllabus. Special Note CED Department name change to Teacher Education and Learning Sciences (TELS).
mmmartin (Tue, 15 Mar 2016 18:10:39 GMT): Rollback: See notes at the bottom of CIM about updating the syllabus.
Key: 1963