SPSY 6909 - Identification and Support for Students with Disabilities
Fall 2026 Syllabus, Section 01, CRN 41118,
Credit hours: 3
Course Meeting Times
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Instructor
Mackenzi Bacorn
Email: mrbacorn@ysu.edu
Course Description
6909. Identification and Support for Students with Disabilities. An overview of special education identification procedures for students with disabilities. Candidates will develop knowledge of the definitions, assessment techniques, instructional considerations, and legislation surrounding all low- and high-incidence disabilities. Emphasis will be on the current most effective practices and research-based strategies for students with disabilities. Prereq.: MEd in Intervention Services Candidate. 3 s.h.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | The inclusive classroom, 6th edition | Mastropieri, M. A., & Scruggs, T. E. (2018) | ISBN 0-13-338686-4 |
| Optional | See optional articles |
Historical Foundations & IDEA
- Crepeau-Hobson, F. (2014). Best practices in supporting the education of students with severe and low-incidence disabilities. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 111–124). Bethesda, MD: National Association of School Psychologists.
- Zirkel, P. A. (2021). Special education law: An update. West’s Education Law Reporter, 389, 1–15.
SPED Process & Roles
- Lichtenstein, R. (2014). Best practices in identification of learning disabilities. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 331–344). Bethesda, MD: National Association of School Psychologists.
- National Association of School Psychologists. (2020). Identification of students with specific learning disabilities [Position Statement]. Bethesda, MD: NASP.
Equity & Disproportionality
- Roach, A. T., Lawton, K., & Elliott, S. N. (2014). Best practices in facilitating and evaluating the integrity of school-based interventions. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 133–146). Bethesda, MD: NASP.
- Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? Understanding race & disability in schools (2nd ed.). New York: Teachers College Press. (selected chapters)
Assessment Foundations
- Fletcher, J. M., & Vaughn, S. (2021). Alternative approaches to the identification of learning disabilities: Response to intervention and multi-tiered systems of support. In A. F. Rotatori et al. (Eds.), Advances in special education: Volume 35 (pp. 17–35). Bingley, UK: Emerald.
High-Incidence I: LD & ID
- Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective differentiated instruction (6th ed.). Upper Saddle River, NJ: Pearson. Chapter 1 & 3.
High-Incidence II: EBD
- McConaughy, S. H., & Ritter, D. R. (2014). Best practices in multimethod assessment of emotional and behavioral disorders. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 367–380). Bethesda, MD: NASP.
High-Incidence III: ADHD & Communication
- Dupal, G. J., Stoner, G., & O’Reilly, M. J. (2014). Best practices in classroom interventions for attention problems. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 335–344). Bethesda, MD: NASP.
- Bray, M. A., Kehle, T. J., & Theodore, L. A. (2014). Best practices in the assessment and remediation of communication disorders. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 355–366). Bethesda, MD: NASP.
Low-Incidence I: Autism
- Schwartz, I. S., & Davis, C. A. (2014). Best practices in early identification and services for children with autism spectrum disorders. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 405–418). Bethesda, MD: NASP.
- Kapp, S. K. (Ed.). (2020). Autistic community and the neurodiversity movement: Stories from the frontline. Singapore: Palgrave Macmillan. (selected chapters)
Low-Incidence II: Sensory Disabilities
- Lukomski, J. (2014). Best practices in planning effective instruction for children who are deaf or hard of hearing. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 229–240). Bethesda, MD: NASP.
- Mastropieri & Scruggs, The Inclusive Classroom, Ch. 4.
Low-Incidence III: TBI, Orthopedic, OHI
- Davies, S. C. (2014). Best practices in working with children with traumatic brain injuries. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 405–418). Bethesda, MD: NASP.
- Mastropieri & Scruggs, The Inclusive Classroom, Ch. 5.
Other Special Populations
- Mastropieri & Scruggs, The Inclusive Classroom, Ch. 6.
- Crepeau-Hobson, F. (2014). Best practices in supporting the education of students with severe and low-incidence disabilities (revisited). In Harrison & Thomas, Best practices in school psychology VI.
Field Study Presentations
- (No assigned readings; student case studies presented.)
Cross-Cutting Frameworks: Behavior & Social Skills
- Mastropieri & Scruggs, The Inclusive Classroom, Ch. 7–9.
- Brunzell, T., Stokes, H., & Waters, L. (2019). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 23(2), 141–151.
Individualized Supports: IEPs, Transition, UDL
- Mastropieri & Scruggs, The Inclusive Classroom, Ch. 10–12.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: CAST. Retrieved from http://udlguidelines.cast.org
- Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V. L., Walker, A. R., … Kortering, L. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181.
Ethics
- National Association of School Psychologists. (2020). Principles for professional ethics. Bethesda, MD: NASP.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Schedule of Topics and Assignments
| Day | Date | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|---|
| Tue | 8/25 | Crepeau-Hobson (overview); Zirkel (2021) Law Update | Course Orientation & Historical Foundations of SPED: civil rights cases, IDEA & 504 overview | |
| Tue | 9/1 | Lichtenstein (LD ID); NASP (2020) Disability Identification | SPED Process & Roles of the School Psychologist: referral, evaluation, eligibility, IEPs; IDEA categories overview | Reflection |
| Tue | 9/8 | No Class | ||
| Tue | 9/15 | Roach et al. (intervention integrity); Harry & Klingner (2014), sel. ch. | Equity & Disproportionality: cultural/linguistic considerations, bias in assessment | Reflection |
| Tue | 9/22 | Fletcher & Vaughn (2021, RTI/MTSS evidence) | Assessment Foundations: norm-referenced, CBM, FBA, observations/interviews | Reflection |
| Tue | 9/29 | Mastropieri Ch. 1 & 3 | High-Incidence I: Learning Disabilities & Intellectual Disability | Reflection |
| Tue | 10/6 | McConaughy & Ritter (EBD) | High-Incidence II: Emotional/Behavioral Disorders | Reflection |
| Tue | 10/13 | Dupal et al. (ADHD); Bray et al. (Communication) | High-Incidence III: ADHD & Communication Disorders | Reflection |
| Tue | 10/20 | Schwartz & Davis (ASD); Kapp (2020) | Low-Incidence I: Autism Spectrum Disorder | Reflection Midterm |
| Tue | 10/27 | Lukomski (Deaf/HH); Mastropieri Ch. 4 | Low-Incidence II: Sensory Disabilities (Deaf/HH, Blind/VI) | Reflection |
| Tue | 11/3 | Davies (TBI); Mastropieri Ch. 5 | Low-Incidence III: TBI, Orthopedic Impairments, OHI | Reflection |
| Tue | 11/10 | Mastropieri Ch. 6; Crepeau-Hobson | Other Special Populations: Gifted, Twice-Exceptional, ESL, At-Risk | Reflection |
| Tue | 11/17 | Field Study Presentations Reflection |
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| Tue | 11/24 | No Class | ||
| Tue | 12/1 | Mastropieri Ch. 7–9; Brunzell et al. (2019); Mastropieri Ch. 10–12; CAST (2018 UDL); Test et al. (2009) | Cross-Cutting Frameworks: Behavior & Social Skill Interventions, Individualized Supports: IEPs, Transition Services, UDL, Differentiated Instruction | Reflection |
| Tue | 12/8 | NASP (2020) Principles for Professional Ethics | Integration & Reflection: Linking law, assessment, intervention, ethics | Final Exam Due 12/11 by Midnight Reflection due by class Critical Task due class |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.