This course has an assignment that is due by 11:55 pm Central Standard Time on Wednesday night of the first week of class. Failure to complete this assignment will result in your removal from the course for non-participation.

Teaching Students with Mild and High-Incidence Disabilities at the Secondary Level, 3^rd ed., by Edward Sabornie & Lauri deBettencourt, Pearson.  ISBN 13: 978-0-13-241405-0

This course provides an introduction to the educational and psychological characteristics (cognitive, emotional, and social) of secondary-age individuals with mild-moderate disabilities and the implications that these characteristics have for educational practice. Problems of definitions, screening, diagnosis, classification systems, transition, future planning, classroom management, and multi-cultural issues are addressed. Information useful for selecting and developing intervention programs for secondary-age students with mild disabilities including physical and other health impairments are addressed.  Included is an overview of research in the field with emphasis on the study of instructional approaches emphasizing specific methods and materials. Prerequisite: Concurrent enrollment in SE309.Prerequisite: Successful passing of MoGEA exam and concurrent enrollment in SE309

This course is designed:

1. To demonstrate knowledge of major developmental tasks of adolescents and their experience in contemporary social contexts  CC2 (CC1K2;1.5), CC3 (CC1K3; 1.2), CC1 (5.1), CC2 (CC5K4 & CC5S7), CC3 (CC5K5), CC3 (6.3), CC4 (CC5K7), CC6 (CC5K9-10), CC7 (5.2), CC9 (CC5S4, 9), CC11 (5.7), CC12 (5.5), CC13 (5.6), CAT3 (GC5S4), CAT5 (GC5S6; 5.1), CAT6 (5.2, 5.3), CC4 (CC6S1), CAT2 (GC6K2)
2. To demonstrate knowledge of the learning characteristics and needs of adolescents with mild/moderate disabilities CC5 (CC1K5; 1.4), CAT1 (GC1K1; 1.5), CAT2 (GC1K3, GC1K9; 1.3), CC3 (2.4), CC6 (CC2K7), CAT1 (GC2K1, GC4K4, GC4S8), CAT4 (2.4), CC4 (CC3K4), CC5 (CC3K5)
3. To understand the relevant features of secondary schools and the expectations of secondary schools for students with special needs.  CC4 (CC1K4), CC6 (CC1K6), CC2 (3.1), CC3 (3.5), CC4 (3.7), CC6 (3.6), CC8 (3.4), CAT1 (GC8K1, GC8S2; 3.2, 3.3), CAT4 (GC8S3; 3.6), CAT5 (GC8S5), CC1 (CC9K1), CC2 (CC9K2), CC3 (CC9K4), CC4 (4.3), CC6 (CC9S5), CC7 (CC9S6)
4. To understand the issues related to educational programming for middle school, junior high, and secondary special needs students CC7 (CC1K7), CC8 (CC1K8; 1.1), CC9 (CC1K9), CC10 (CC1K10), CAT4 (GC1K4, GC1K6; 1.6), CAT6 (GC1K8), CC1 (7.1), CC2 (7.5), CC7 (7.8), CAT2 (GC10K2), CAT5 (GC10S1), CAT6 (GC10S2; 7.5), CAT7 (GC10S4; 7.6), CC2 (4.2), CC3 (CC7S1), CC4 (CC7S6), CAT2 (GC4S10, GC4S13)
5. To develop instructional activities in all curriculum areas which are designed specifically for secondary special needs students CC1 (CC4S1), CC4 (CC4S4), CAT1 (GC4K1), CAT3 (GC4K4), CAT4 ( GC4K5), CAT5 (GC4K7, GC4S3, GC4K2; 4.4, 5.5), CAT6 (GC4S1; 4.1, 4.3), CAT7 (4.2), CAT8 (GC4S2), CAT9 (GC4S6), CAT10 (GC4S9), CAT11 (GC4S11), CAT12 (GC4S12), CC1 (CC7K1), CC2 (CC7K2), CC3 (CC7K3), CC4 (5.4), CC5 (4.4), CC6 (CC7K5), CC7 (CC7K5), CC7 (CC8S8), CAT1 (GC7K1), CAT4 (GC7S2), CAT5 (GC7S3), CAT7 (GC7S8)
6. To develop a transition plan CAT2 (GC7K2)

This course meets the following MoSPE Standards: 1C1, 2C1, 2C3, 2C4, 3C2, 3C3