MCCCD Program Description

Mild and Moderate Intellectual Disability in the Classroom

Course: EDU223AC

First Term: 2014 Spring

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S - Standard Load

Description: Investigation into the characteristics of and teaching strategies for students with mild and moderate intellectual disability. Emphasis on Professional Teaching Standards.

MCCCD Official Course Competencies
1. Identify current Professional Teaching Standards. (I) 2. Define intellectual disability and identify and describe the characteristics and developmental significance of persons with an intellectual disability. (II, III) 3. Describe the major types, causes, and classifications associated with an intellectual disability. (III) 4. Explain the impact of an intellectual disability on human development and student learning. (IV) 5. Trace the development of and explain the current societal response to persons with an intellectual disability. (V) 6. Describe and follow procedures for identifying and assessing students with an intellectual disability. (VI) 7. Develop and implement Individualized Education Programs (IEPs) for students with an intellectual disability. (VII) 8. Establish a positive and productive learning environment, based on current research, for students with mild and moderate intellectual disabilities. (VIII) 9. Use strategies to improve students` social, problem-solving, and decision-making skills. (IX) 10. Employ strategies for improving the independent learning skills of students with an intellectual disability. (X) 11. Design and evaluate behavior management strategies for individual students with an intellectual disability. (XI) 12. Design and evaluate adult life role transition strategies for students with an intellectual disability. (XII) 13. Summarize the need for collaboration with school personnel, parents of students with an intellectual disability, community agencies, and professional organizations. (XIII) 14. Summarize the field experience. (XIV)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Professional Teaching Standards II. Intellectual Disability A. Overview B. Definitions C. Prevalence D. Developmental Significance III. Types and Characteristics of Intellectual Disabilities A. Types 1. Mild 2. Moderate 3. Severe B. Characteristics 1. Physical 2. Sensory 3. Motor 4. Language 5. Cognitive 6. Behavioral 7. Social IV. Impact of Intellectual Disability A. Causes B. Effects V. Societal Response A. History B. Court Cases C. Litigation D. Education 1. Issues 2. Trends E. Ethical Issues VI. Identification and Assessment A. Prereferral B. Behavioral Assessment Techniques 1. Formal 2. Informal C. Eligibility VII. Individualized Education Programs (IEPs) A. Multidisciplinary Team and Decision-Making B. Process C. Components D. Related Services VIII. Learning Environment A. Research B. Teacher Skills C. Principles D. Creation Techniques E. Inclusion Strategies IX. Social Skill Improvement Strategies A. Overview B. Communication 1. Characteristics 2. Assessment 3. Teaching Strategies C. Problem-Solving D. Decision Making X. Instructional Approaches A. Reading 1. Characteristics 2. Assessment 3. Teaching Strategies B. Written Expression 1. Characteristics 2. Assessment 3. Teaching Strategies C. Mathematics 1. Characteristics 2. Assessment 3. Teaching Strategies D. Personal, Social, and Functional Skills 1. Characteristics 2. Assessment 3. Teaching Strategies E. Independent Learning Skills 1. Self-Instruction 2. Self-Monitoring 3. Self-Reinforcement 4. Self-Control 5. Learning Strategies 6. Study Skills XI. Behavior Management Strategies A. Design B. Implementation C. Evaluation XII. Transitions for Students with Intellectual Disabilities A. Individual Transition Plans B. Establishing Goals 1. Adult Life Roles 2. Employment 3. Post-Secondary Education and Training XIII. Collaborative Strategies A. Professional Educators B. Parents C. Community Agencies D. Professional Organizations XIV. Field Experience A. Classroom Observation B. Classroom Participation C. Reflection

MCCCD Governing Board Approval Date: December 10, 2013

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.