spe574 | Graduate

Characteristics Of Intellectual/developmental Disabilities

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This course examines issues related to the instruction of students with intellectual and developmental disabilities. Individuals with a traumatic brain injury will be considered among this population. Attention is given to legal foundations, learner characteristics, and instructional considerations. Emphasis is placed on collaborating with families of children with intellectual and developmental disabilities.

This graduate-level course is 6 weeks This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

topic title goes here

    Communication and Collaborative Partnerships

    • Analyze transition planning as it applies to the various levels of intellectual and developmental disabilities.
    • Describe issues and challenges for adults with intellectual and developmental disabilities.
    • Compare family dynamics with and without a child with intellectual and developmental disabilities.
    • Describe effective home-school partnerships for students with intellectual and developmental disabilities.
    • Assess various support systems that help with student classroom and community inclusion.

    Professional and Ethical Practices

    • Assess professional and ethical standards for working with students with intellectual and developmental disabilities and their families.
    • Summarize relevant multicultural issues with regard to students with intellectual and developmental disabilities.

    Philosophical, Historical, and Legal Foundations

    • Explain the philosophical, historical, and legal foundations of intellectual and developmental disabilities.
    • Describe current definitions and issues of students with intellectual and developmental disabilities.
    • Evaluate current perspectives on students with intellectual and developmental disabilities.

    Assessment, Diagnosis, and Evaluation

    • Summarize the causes and theories of intellectual and developmental disabilities.
    • Explain results that occur and how to effectively develop interventions for students that have experienced a traumatic brain injury.
    • Describe the relationship between theories of intellectual and developmental disabilities and methods for prevention and intervention.
    • Identify the medical aspects of students with intellectual and developmental disabilities.
    • Identify the psychological characteristics of students with intellectual and developmental disabilities.
    • Summarize the terminology used in formal and informal assessments of students with intellectual and developmental disabilities.
    • Analyze state or federal provisions, regulations, and guidelines regarding assessment and diagnosis of students with intellectual and developmental disabilities.
    • Identify conditions and assessment instruments that ensure maximum performance of students with intellectual and developmental disabilities.

    Classroom Planning and Management

    • Summarize the characteristics of an effective teaching environment for students with intellectual and developmental disabilities.
    • Analyze a variety of programs for students with intellectual and developmental disabilities.
    • Identify appropriate accommodations in the general education classroom setting for students with intellectual and developmental disabilities.
    • Summarize the theories of behavior problems and behavior management techniques for students with intellectual and developmental disabilities.
    • Analyze the effect of multiple disabilities on the behavior of students with intellectual and developmental disabilities.
    • Propose methodology and activities to promote social interaction skills for students with intellectual and developmental disabilities.

    Instructional Content and Practice

    • Compose a list of resources for students with intellectual and developmental disabilities.
    • Explain the role of assistive technology in education.
    • Identify how assistive technologies help integrate students with intellectual and developmental disabilities into schools and the community.
    • Identify research-based practices for instruction of students with intellectual and developmental disabilities.
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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.