Curriculum and Instructional Strategies for Students with Disabilities (Grades 6-12)

Course Code:

Credit Hours:

Effective beginning:



Course Description:
This course focuses on specialized methods and instructional strategies necessary for special educators to meet the needs of students with disabilities in grades 6-12. Emphasis will be placed on the development, selection, and utilization of appropriate curriculum and instructional approaches for students in grades 6-12 which correspond to the capabilities and styles of diverse learners. Teacher candidates will identify general education curriculum including state-adopted standards and Access Points for students in grades 6-12.


Course Details


Amy Somerset, MS, Emotional Disturbances and Learning Disabilities


Required textbooks/ course materials:

Special Education in Contemporary Society, An Introduction to Exceptionality (6th edition) by Gargiulo, Bouck and Bouck. ISBN:  9781506310702

Systematic Instruction for Students with Moderate and Severe Disabilities 1st Edition. ISBN: 9781598571936. Authors: Dr. Belva C. Collins Ed.D. (Author), Mark Wolery Ph.D. (Foreword)


Assignment/course outline:

See first-day handout.


Discipline-level learning outcomes:

E-1 Demonstrate understanding of instructional design and lesson planning by applying concepts from human development and learning theories.

E-2 Demonstrate ability to maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.

E-3 Demonstrate effective instructional delivery and facilitation by utilizing deep and comprehensive knowledge of instructional methods.

E-4 Demonstrate understanding of assessment by analyzing and applying data from multiple assessments to diagnose learning needs and inform instruction.

E-5 Demonstrate continuous improvement by designing purposeful goals to strengthen instructional effectiveness and impact student learning.

E-6 Demonstrates professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.


Course-level learning outcomes:

Course-level student learning outcomesDiscipline-level learning outcomesAssessment methods
  • Develop a repertoire of instructional strategies and approaches to individualize instruction for Exceptional Education students in grades 6-12
  • Develop long-range instructional plans for both general and special education curricula for students with exceptional needs in grades 6-12
  • Develop short-term and long-term objectives/goals for students with exceptional needs in both general and special education 6-12 curriculum
  • Identify state-approved Standards and Florida Access Points for grades 6-12
  • Select, adapt, and use instructional strategies to individualize instruction for exceptional education students in grades 6-12
  • The teacher candidate will create activities that can be adapted to meet the various learning styles of exceptional students in grades 6-12
  • Identify and demonstrate use of formal and informal assessment instruments to identify the needs of students with disabilities in grades 6-12
  • Develop strategies to promote student independence towards transitioning from middle to high school and high school to post-secondary institutions and community
  • Identify, select, and complete an interest inventory with a student with disabilities in an ESE classroom in grades 6-12
  • Collaborate with professionals in the field to enhance his/her content knowledge
  • Identify current issues in programs for the following exceptionalities: emotionally-behaviorally disabled, mentally disabled, learning disabled, orthopedically impaired, speech and language impaired, vision and hearing impaired, communication disordered, other health impaired, and gifted and talented
  • Identify practical solutions on how to apply special education principles to the teaching of exceptional students in a 6-12 classroom setting
  • Gain experience working with and teaching exceptional students in a 6-12 special education classroom setting.
  • Develop lesson plans that include accommodations for special needs students targeting whole and small group instruction
    Teach at least one lesson containing accommodations and one strategy. Analyze the effectiveness of the accommodations and the instructional strategy based on student performance.
  • Design a field journal documenting his/her experiences and observations, interventions and strategies, and formal reflection while completing a field placement in a special education 6-12 classroom.

(FEAP)1.b, 1.c, 1.d, 1.e
(FCS) 3.1, 3.2, 3.3

(FEAP)1.a, 1.b, 1.c, 2.h
(FCS) 3.2, 3.3, 3.4

(FEAP)2.h, 2.i
(FCS) 1.5

(FCS) 1.1

(FEAP)3.b, 3.c, 3.f, 3.h, 3.j
(FCS) 3.3, 3.5, 3.6, 3.7, 3.8

(FEAP)3.g, 3.h, 3.i
(FCS) 3.3, 3.4, 3.5, 3.7, 3.8, 3.9. 3.10, 3.11

(FEAP)1.d. 1.e, 4.a, 4.b, 4.c, 4.d
(FCS) 2.3, 2.4, 2.5, 3.7

Quizzes, SD, Obs

Task CC11A, Task CC1D; SP, DB, SD, W, Proj

Obs, SK, DB, RPT

Task CC11A, Obs, SD, Prac

SD, SP, Obs


Means of accomplishing learning outcomes:

The primary methods of instruction include class discussions, experiential learning opportunities, interactive lecture, and assigned readings. Learning strategies may include case studies, questioning, presentations, practicums, small group discussions, demonstrations, and presentations. Active student participation is expected, and students are expected to be attentive and are encouraged to ask questions.  Additionally, students are expected to read all assigned material and complete assigned projects by the assigned due dates.

This course requires 30 credit hours of field placement.




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