The College of Education and Behavioral Sciences Houston Baptist University

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Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptional Children

The College of Education and Behavioral Sciences
Houston Baptist University

Course Syllabus

EDSP 5311-20: Diagnostic and Prescriptive
Teaching for Exceptional Children

Spring 2014


The learning experiences in this course will contribute to the knowledge and skills of professional educators in developing and assessing programs for students who exhibit learning and behavior difficulties. Students will learn the diagnostic-prescriptive approach to individualized instruction. Students in the course will learn about comprehensive methods of assessing learning styles and to identify where the breakdowns can occur in the learning process. This course will assist educators in developing, administering and evaluating appropriate programming related to specific needs of learners. The screening process for dyslexia mandated by the State Board for Educator Certification is taught in this course.


This course is required for all individuals seeking certification as either a special education teacher or an Educational Diagnostician. It can be considered, with advisor permission, as an elective for those pursuing a career in school counseling, or in the area of school psychological practices. Although not required, it is strongly recommended that students have taken the introductory course “Survey of Exceptional Children” prior to pursuing the goals and objectives of “Diagnostic and Prescriptive Teaching of Exceptional Children.”

Prerequisite: EDSP 5302; 3 credit hours


Thursdays: 5:00 PM – 7:25 PM


Hinton 126


Name: Dr. Charlotte Fontenot


Office Phone: 281-352-9002

Office Location: Hinton 320

Office Hours: 2:00 pm – 4:00 pm Monday – Thursday; 10:00 am – noon on Fridays


Course Text:

Evers, R.B. & Spencer, S.S. (2011). Planning effective instruction for students with learning and behavior

problems. Merrill: Pearson. ISBN-13 978-0-205-54319-9

Supplementary Texts:

McCarney, S. B. & Cummins-Wonderlich, K. (2006). The pre-referral intervention manual (3rd ed.). Columbia, Missouri: Hawthorne Educational Press.

Region 4 Educational Service Center4. (2009). Inclusive strategies for diverse learners (2nd ed.). Houston,


Venn, J. (2006). Assessing students with special needs (4th ed.). Upper Saddle River, NJ: Prentice-Hall.


Individual Organization System & Access to a student (K – 8) for baseline and progress monitoring data collection.

Join a professional organization – Council for Exceptional Children HB CEC

The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, “Jesus Christ is Lord.”

In relation to the mission of the University, this course will help students

  1. Provide a supportive atmosphere for students from all backgrounds which fosters intellectual and social interaction in the teaching-learning processes;

  2. Encourage academic excellence, freedom, and objectivity;

  3. Promote the development of critical and creative thinking, compassion, responsibility, ethics, professionalism and a continuing interest in learning

The learning experiences in the courses throughout the School of Education Graduate Program support the Ten Pillars, especially, Pillar I (Build on the Classics), Pillar III (Embrace the Challenge of Christian Graduate Education), Pillar V (Increase our Cultural Impact through our faculty), Pillar VI (Renew our Campus, Renew our Community),and Pillar IX (Cultivate a Strong Global Focus).

The mission of the School of Education and Behavioral Sciences is to prepare students to be effective citizens and professional educators, administrators, counselors, and researchers who reflect Christ in their work and service.

To accomplish this mission, we will provide students with the following:

  • The courses and mentoring necessary for a solid pedagogical grounding in their discipline;

  • Essential learning experiences that will provide opportunities to develop both knowledge and wisdom; and

  • And understanding of their Christian mission and calling to influence individuals and the larger society.

In relation to the stated goals and purpose of the School of Education and Behavioral Sciences, this course provides functional application of diagnostic-prescriptive instructional strategies matched to student’s individual cognitive and learning styles formulated in part through the Full and Individual Evaluation (FIE), informal assessment data and finalized in the Individual Educational Plan (IEP).

The mission of the Department of Education is to prepare students to be effective professional educators who reflect Christ in their work and service.

To accomplish this mission we will provide students with the following:

  • the courses and mentoring necessary for a solid pedagogical grounding in the art, science and practice of teaching;

  • essential learning experiences that will provide a sure foundation of knowledge and wisdom; and,

  • an understanding of their Christian mission and calling as educators to influence individual students and the larger society.

In relation to the stated goals and purpose of the School of Education, this course provides functional application of diagnostic-prescriptive instructional strategies; which will enable the educator to provide effective instruction according to the individual needs and learning style of the student.

Upon completion of this course, students should be able to:

  1. Communicate and collaborate effectively in a variety of professional settings and with a variety of individuals.

  • Work collaboratively with parents, students, and school personnel in the development of clear, measurable Individual Educational Plan (IEP) goals/objectives that are aligned with TEKS

  • Foster respectful and beneficial relationships between parents and school personnel

  • Use collaborative strategies when working with individuals with disabilities

  • Serve as a resource person for general education personnel about the characteristics and needs of individuals with disabilities

  1. Identify and apply knowledge of the characteristics and needs of individuals with disabilities.

  • Describe and define general developmental, academic, and social characteristic of individuals with disabilities as they relate to levels of support needed

  • Plan and implement appropriate curriculum and appropriate modifications as they relate to the individual with disabilities

  1. Identify formal and informal assessment procedures and know how to evaluate student competencies to make instructional decisions.

  • Document ongoing student progress and maintain accurate records

  • Use various types of assessment procedures appropriately

  • Interpret information from various formal and informal assessment instruments

  • Use assessment information to help make instructional decisions and plan individual programs that results in the appropriate placement and intervention for all individuals with disabilities

  • Develop individualized assessment strategies to evaluate the results of instruction

  • Evaluate supports needed for access to general education curriculum and integration into various programs and environments

  1. Identify and apply knowledge of procedures for planning instruction and managing the teaching and learning environments.

  • Prepare lessons that are developmentally and age appropriate based on the Individual Education Plan (IEP)

  • Incorporate evaluation, planning, and management procedures that match student needs with a variety of educational settings

  1. Apply knowledge of issues and procedures for teaching appropriate student behavior.

  • Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with disabilities

  • Implement the least intensive intervention consistent with the needs of the individual with disabilities

  • Identify realistic expectations

  • Use effective teaching procedures

  • Design, implement, and evaluate instructional programs


TExES Standards.

The following TExES Pedagogy and Professional Responsibilities Standards are addressed in part or in full in this course:

Domain I. The teacher designs instruction appropriate for all students that reflects an

understanding of relevant content and is based on continuous and appropriate assessment.

Competency 002: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.

Competency 004: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

Domain II. The teacher creates a classroom environment of respect and rapport that fosters a

positive climate for learning, equity, and excellence.

Competency 005: The teacher knows how to establish a classroom climate

that fosters learning, equity and excellence and uses this knowledge to

create a physical and emotion environment that is safe and productive.
Domain III. The teacher promotes student learning by providing responsive instruction

that makes use of effective communication techniques, instructional

strategies that actively engage students in the learning process, and timely,

high-quality feedback.

Domain IV. The teacher promotes student learning by providing responsive instruction

that makes use of effective communication techniques, instructional

strategies that actively engage students in the learning process, and timely,

high-quality feedback.

IDA Standards.

The following International Dyslexia Association (IDA) Reading Standards are addressed in part or in full in this course:

C. Knowledge of Dyslexia and Other Learning Disorders

1. Describe the most common intrinsic differences between good and poor

readers (i.e., cognitive, neurobiological, and linguistic).

2. Recognize the tenets of the NICHD/IDA definition of dyslexia.

3. Recognize that dyslexia and other reading difficulties exist on a continuum of


4. Identify the distinguishing characteristics of dyslexia and related reading and

learning disabilities (including developmental language comprehension

disorder, attention deficit hyperactivity disorder, disorders of written expression

or dysgraphia, mathematics learning disorder, nonverbal disorders, etc.)

D. Interpretation and Administration of Assessments

1. Explain the differences among screening, diagnostic, outcome, and

progress-monitoring assessments.

2. Explain the basic principles of test construction, including reliability,

validity, and norm-referencing, and

3. Identify the most well validated screening tests designed to identify

students at risk for reading difficulties.

4. Explain the principles of progress-monitoring and the use of graphs to

indicate progress.

5. Identify the range of skills typically assessed by diagnostic surveys of

phonological skills, decoding skills, oral reading skills, spelling, and


E-2 Structured Language Teaching: Phonics and Word Recognition

5. Discuss research-based adaptations of instruction for students with

weaknesses in working memory, attention, executive function, or

processing speed.


Response to Intervention (RTI)


1. Introduction and Meeting the Needs of Students with Exceptionalities

2: Collaboration and RtI Process

3. Characteristics of Learning

4. Classroom Management

5. Assessment

6. Classroom Assessment

7. Designing Instruction

8. Grade/Content TEKS

9. Reading/Language Arts Instruction

10. Written Expression

11. Math Instruction

12. Integrating Technology

13. Procedural Safeguards

A class by class outline can be found at the end of this syllabus. The content of this outline and the attached schedule are subject to change at the discretion of the professor.


A variety of learning methods will be used in the class:

1. Lecture

2. Readings

3. Group discussions

4. Group cooperative learning and activities

5. Practice activities and exercises, projects

6. Technology


Foundational learning experiences required for all students seeking initial teacher certification are included in this course.

School of Education Graduate Comprehensive Examination

Each course in the graduate school program is designed to assist the student in the preparation of the required comprehensive examination taken after 24 semester hours in the program. The rigor of the comprehensive assessment demands the student to evaluate, analyze, and synthesize all learning experiences. By fulfilling course goals, objectives, knowledge and skills involved in learning experiences prepares the graduate student to be successful. This culminating assessment demonstrates the graduate student’s capability to think globally regarding educational theory and practice as they become educational leaders in their chosen field of study.

Course Requirements.


Learning Objective(s)


Percentage of Final Grade

Application Assignments:

1. Prescriptive Plan Permission Form

2. RTI: Intervention & Progress Monitoring Report 1

3. Learning Styles Inventory Report

4. ePortfolio

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PPR; I, II, III, IV; IDA C, D, E-2 4, 5; E-3 2, 4, 5, 7; E-4 2, 3, 4; E-5 1; E-6 1, 2


Assessment Presentation (Group) 1

Define Assessment, strengths / weaknesses of assessment, examples 30 minute multi-media presentation

Include possible assessment questions

2, 3, 4, 5

PPR; I, II, III, IV; IDA C, D, E-2 4, 5; E-3 2, 4, 5, 7; E-4 2, 3, 4; E-5 1; E-6 1, 2



1, 2, 3, 4, 5, 6, 7, 8, 9, 10



Chapter Presentation1


Multi-Media classroom presentation on selected chapter. Include possible assessment questions

2, 3, 4, 5

PPR; I, II, III, IV; IDA C, D, E-2 4, 5; E-3 2, 4, 5, 7; E-4 2, 3, 4; E-5 1; E-6 1, 2


Prescriptive Intervention Plan (FIE) Strengths / Weaknesses & Instructional Recommendations1

Present competencies, content specific S & Ws, recommendations for instruction, content, education environment to assist student with content IEPs, instructional accommodations / modifications, placement, and assessment recommendations.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PPR; I, II, III, IV; IDA C, D, E-2 4, 5; E-3 2, 4, 5, 7; E-4 2, 3, 4; E-5 1; E-6 1, 2


Course Content/Daily Activities3

Class Attendance and Participation, Blackboard Discussions &Self-Reflection

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PPR; I, II, III, IV; IDA C, D, E-2 4, 5; E-3 2, 4, 5, 7; E-4 2, 3, 4; E-5 1; E-6 1, 2


1 Descriptions and rubrics for assignments are included at the end of this document.

2 These assignment/activities develop and/or assess state and national standards including TExES competencies, IDA reading standards, TEKS and/or ISTE standards (listed previously).

3 Course participation will result in a 1-100 score and an average of these Week scores will be determined. This average will count 10% of the final grade.

4 Exams will result in a 1-100 score and an average of these scores will be determined. This average will count as 35% of the final grade.
Grading standards

Assessments in this course are designed to correlate to the rigor and expectations addressed within the School of Education Graduate Comprehensive Examination.

94 -100=A; 90-93=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 69 and below=F

It is the student’s individual responsibility to be aware of his/her current grade standing in the class and to confer with the professor regarding any assessment concerns/questions during designated office hours.

Detailed descriptions/rubrics regarding every assessment are provided towards the end of this syllabus.
Student appraisal

Students will complete faculty appraisal forms as regularly administered by the University.


Absence and Tardy Policies . Regular attendance in class is important for student success, and it is university policy that students must attend class.  Absences are recorded beginning from the first class session after the student has enrolled in the course.  Professors are not obligated to allow students to make up work they miss due to unexcused absences.  Any student who does not attend at least 75% of the scheduled class sessions will receive a grade of “F” for the course, regardless of his performance on other assessments such as tests, quizzes, papers, or projects.  Professors may apply additional attendance policies as appropriate to individual courses.  Likewise, the college or school may also apply additional attendance requirements as necessary.  Please see the catalog currently in use for the university’s policy on classroom absences caused in the course of student representation of the university, such as athletics, chorale, and mock trial activities.

Late Work. All assignments submitted after the due date will be assessed a 10 point penalty. Please ensure that all assignments are submitted on time.

Missed Tests. Plan to take all exams at the scheduled time. If you must miss an exam, notify the instructor by telephone within 24 hours of the scheduled exam. Acceptable reasons for making up an exam are as follows (documentation is required to verify the reason for your absence):

  1. Serious illness (hospitalization).

  2. A death in the family.

Acceptable reasons do NOT include the following:

  1. Doctor's appointments for a non-emergency.

  2. “I didn't have time to study.”

Use of Electronic Devices. During class sessions, electronic devices are only to be used to support class activities. Other uses (texting, surfing the web, etc.) will result in the device not being allowed in the classroom.

Academic Honesty
Please refer to the current catalog for the university's policy and procedures regarding academic honesty. Note that the university utilizes "Turn-It-In" and other programs to investigate possible plagiarism activities. All major papers for this course will be submitted to the plagiarism prevention software, on or before a paper’s due date. No paper will be graded without meeting this requirement beforehand. A separate handout will be provided to give detailed instructions on this process which must include the class identification number and class password.
In accordance with FERPA, and to best protect the students’ privacy, no personal identification (e.g., name, social security number, H number) should be uploaded with the text of student papers. However, Turnitin will ask for the student’s name and e-mail address when setting up a personal account. This identifying information will be used by the professor to evaluate the student’s paper and cannot be viewed by other faculty or students. To further increase confidentiality, the student may choose to use a pseudonym (false name) when setting up his or her personal Turnitin account.
If a pseudonym is used for Turnitin, the student must provide this identifier next to his/her typed name on the paper copy which is submitted to the professor.  Five (5) points will be deducted if the professor is unable to easily match the paper copy to the Turnitin submission of the student’s paper.
Children in Classroom
In almost all instances, children are not allowed in the classroom nor are they allowed to be on campus unattended. Class sessions are for enrolled students only unless other arrangements are approved by the instructor in advance.
Classroom Behavior Expectations

The classroom environment is to be conducive to learning and is under the authority of the instructor. In order to assure that all students have the opportunity to gain from the time spent in class, students are expected to demonstrate civil behavior in the classroom, use proper netiquette, and show appropriate respect for the instructor and other students in class and on discussion forums. Inappropriate behavior toward the instructor may result in a directive to the offending student withdrawal from course. .

Early Alert
As an instructor, I am committed to your success, not only in this class, but in all aspects of HBU life. To ensure that every student takes full advantage of the educational and learning opportunities, HBU has implemented an Academic Early Alert Referral System (EARS). If I think you would benefit from some of these special programs or services available to you, I will make the appropriate referral. You, in turn, will be expected to take advantage of the help offered to you.

Email Policy
All university and class email communication will be sent to your HBU email account. You are responsible for checking this frequently. If you choose, you may reroute your HBU email to another email address. Your email correspondence should be in a professional format with correct spelling, capitalization, and grammar.

Grievance Procedures
The Academic Grievance Policy may be found in the catalog currently in use, in the Academic section of the HBU Forms section of the HBU Portal, and on the Registrar’s page on the HBU Website.
Incomplete Grades
Only the dean of the college or school may grant incompletes and only to students who have a major documented emergency in the last few days of a semester. Students with excessive absences or lack of participation in on-line activities, which may result in failing the course, will not be allowed to take the final exam nor be eligible to receive an incomplete.
Learning Disabilities/Academic Accommodations
Houston Baptist University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities.  Any student who needs learning accommodations should inform the professor immediately at the beginning of the semester that he/she will be requesting accommodations.  In order to request and establish academic accommodations, the student should contact the Coordinator for Learning Disability Services at to schedule an appointment to discuss and request academic accommodation services.  Academic Accommodations must be applied for and written each semester.  If academic accommodations are approved, a Letter of Accommodations will then be sent to the professor(s). Please refer to the website, for all accommodation policies and procedures.

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