This course addresses the characteristics of children and adolescents with academic and behavioral needs and the evidence-based best practices for supporting diverse learners in a variety of settings. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.

Teachers of students with mild and moderate disabilities need to delve into foundational issues of dealing with such students. Specific learning disabilities and behaviors can affect oral language, reading, written language, and mathematics. Teachers need to be aware of the wide spectrum of these disorders and how it affects the education of these students.

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After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, there will be three Discussions throughout the course. The purpose of Discussions is to generate interaction among candidates in regard to relevant current course topics. The candidate is required to post one thread of at least 300 words. The candidate will then post two replies of at least 150 words each to other classmates’ threads. (CLO: D, E)

The candidate will create a timeline of ten special education laws and explain the major provisions of each. The candidate must present their findings in table format and must use at least one reference per law and use current APA format. (CLO: A)

The candidate will read and respond to three different Case Studies. The candidate must answer all required questions and prompts in current APA style writing. (CLO: A, B, C, D, E)

The candidate will review a provided sample Present Level of Performance (PLOP). The candidate will write four goals based on this information: two for reading and two for written language. (CLO: C)

The candidate will use the Present Level of Performance (PLOP) and the IEP Annual Goals from the previous assignment to complete an IEP. The main focus will be on the short term objectives that will help the student with a disability reach the IEP Annual Goals. (CLO: C, D)

The candidate will complete a lesson plan using differentiated instruction for student needs, based on a mock classroom. This must be a new lesson plan not used from a previous course. A template will be provided. (CLO: D, E)

Each quiz will cover the textbook material for the assigned modules. Each quiz will be open-book/open-notes, contain 15 multiple-choice questions, and have a 60 minute time limit. (CLO: A, B, C, D, E)