EEX 4084 - Differentiated Instruction of Exceptional and Diverse Students

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Fall 2022 (610)

Requisites

Admission to Educator Preparation Institute (EPI) (Certificate with Financial Aid Eligibility) (EPI-CT) or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT)

Course Description

This course is designed to introduce teacher candidates to the categories and characteristics of exceptional students served in the public school setting and how these classifications impact curriculum and instruction. Teacher candidates will review the concepts of differentiated instruction and inclusionary classroom practices for exceptional and diverse students.

Learning Outcomes and Objectives

  1. The teacher candidate will examine the effects and history of the Individuals with Disabilities Education Act (IDEA), its reauthorizations, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA) on the education of students with disabilities by:
    1. reviewing the history of disability legislation.
    2. categorizing relevant legislation with regard to each law’s respective impact on classroom instruction.
    3. analyzing the implications of the Response to Intervention process.
  2. The teacher candidate will gain and apply knowledge of the characteristics of disability/exceptionality categories as to their impact on student learning by:
    1. exploring case studies of students with different exceptionalities.
    2. categorizing disability characteristics and accommodations with the corresponding disability.
    3. presenting and teaching classmates regarding one specific category of disability.
  3. The teacher candidate will examine the concept of differentiated instruction as it relates to becoming a more effective teacher of exceptional and diverse learners by:
    1. relating the concept of differentiated instruction to classroom scenarios.
    2. analyzing the need and advocating for differentiated instruction in the classroom setting.
    3. comparing and contrasting the needs of exceptional learners and English Language Learners (ELLs).

Criteria Performance Standard

Upon successful completion of the course the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

Submitted as 4080, SCNS approved as 4084. C&I Approval: 12/02/2011, BOT Approval: 02/21/2012, Effective Term: Summer 2012 (455).
C&I Approval: , BOT Approval: , Effective Term: Fall 2022 (610)