MCCCD Official Course Competencies:

EDU209AC  2011 Summer I – 2012 Spring

Teaching Students with Mild and Moderate Mental Retardation

1.

Identify current State Board of Education Professional Teaching Standards. (I)

2.

Define mental retardation and identify and describe the characteristics and developmental significance of persons with mental retardation. (II, III)

3.

Describe the major types, causes, and classifications associated with mental retardation. (III)

4.

Explain the impact of mental retardation on human development and student learning. (IV)

5.

Trace the development of and explain the current societal response to persons with mental retardation. (V)

6.

Describe and follow procedures for identifying and assessing students with mental retardation. (VI)

7.

Develop and implement Individualized Education Programs (IEPs) for students with mental retardation. (VII)

8.

Establish a positive and productive learning environment for all students. (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 mental retardation. (X)

11.

Design and evaluate behavior management strategies for individual students with mental retardation. (XI)

12.

Design and evaluate adult life role transition strategies for students with mental retardation. (XII)

13.

Summarize the need for collaboration with school personnel, parents of students with mental retardation, community agencies, and professional organizations. (XIII)

14.

Summarize the practicum experience. (XIV)

MCCCD Official Course Outline:

EDU209AC  2011 Summer I – 2012 Spring

Teaching Students with Mild and Moderate Mental Retardation

I. State Board of Education Professional Teaching Standards

II. Mental Retardation

A. Overview

B. Definitions

C. Prevalence

D. Developmental Significance

III. Types and Characteristics of Mental Retardation

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 Mental Retardation

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 & Decision-Making

B. Process

C. Components

D. Related Services

VIII. Learning Environment

A. Teacher Skills

B. Principles

C. Creation Techniques

D. 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 Mental Retardation

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. Practicum Experience

A. Classroom Observation

B. Classroom Participation

C. Reflection