Sample Syllabi Collection
Our Sample Syllabi Collection is designed to serve as a resource to faculty as they create their own syllabi. These syllabi provide examples of the ways in which information about evidence-based practices, including IRIS resources on those topics, can be integrated into coursework about all children and students, especially those with disabilities. To learn more about the process we used to create this collection, click here. Note that, due to evolving licensure and content standards and the scheduling cycle when these courses are offered, the syllabi presented here as models might not necessarily reflect the very latest standards and certification requirements. Check this page often for updated and revised syllabi. For links to the most current standards and certification requirements, click here.
You can use our custom IRIS Syllabi Template to create your own syllabus. Click here to get started.
Syllabi for Introduction to Special Education Courses
- Introduction to Special Education (Hybrid)
- Introduction to Special Education (Online)
- Introduction to Special Education (PreK-12)
Includes detailed assignment guides and rubrics.
Syllabus for Inclusive Practices for General Education Teacher Candidates
Syllabus for Assessment
Syllabi for Classroom Organization and Management
- Classroom Organization, Management, and Reflective Teaching
- Positive Behavioral Social Supports
Includes a rubric for functional behavioral assessment and behavior intervention plan assignment.
Syllabi for Methods
- Strategy Instruction in the Content Areas
- Designing Reading Interventions for Special Education (Online)
Includes detailed assignment guides and rubrics.
Syllabus for Field Experience
- Field Experience/Practicum in Special Education (K-8 and 7-12)
Includes a description and rubric for a mini-teaching demonstration, a rubric for discussion boards, and field-experience visitation guidelines.
Syllabi and Course Materials Developed by NCLII Scholars
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. During their third year of study, NCLII Scholars collaborate to prepare a Masters-level university course (a minimum of 14 weeks of instruction) focused on intensive intervention. For the course, the group creates a syllabus, PowerPoint slides, and directions for course activities. They also organize course readings, prepare assessments, and develop a case study to be used in the course. Each of these case studies provides a detailed example of at least one teacher and students involved in the DBI process.
Assessing Student Response to Intensive Interventions
This Masters-level course will provide graduate level students with the theoretical and pedagogical tools for assessing students’ response to intensive and intensified interventions in their areas of need across developmental domains. Students will leave the class with in-depth knowledge of the assessment process from identifying a skill to assess to monitoring a student’s progress. The course will first approach the topic by teaching measurement and data-based decision-making principles for skills across content areas and then apply these principles to academic skills (mathematics, writing, reading). View the learning objectives and the included course materials.
Classroom and Behavior Management for Students with Disabilities
This Masters-level course covers behavior-analytic assessment strategies and intervention techniques used to prevent challenging behavior, teach prosocial behaviors, and maintain social and academic behaviors of students with disabilities. Emphasis is placed on theoretical concepts, definitions, and practical applications. The goal for the course is for learners to become familiar with the tenets of behavior change and how its techniques can be individualized to meet the needs of different learners. View the learning objectives and the included course materials.
Data-Based Individualization in Academics and Behavior
This Masters-level course begins with an introduction of comorbidity of academic/behavior problems, including data on comorbidity and different paths proposed in the literature (e.g., students with behavior problems miss instructional time, which leads to academic deficits). Throughout the semester, we will follow a framework practitioners can use to determine how to assess and intervene when students have both academic and behavioral difficulties. The course ends with detailed descriptions of populations that often have both academic and behavior needs and effective research-based practices are reviewed. View the learning objectives and the included course materials.
Data-Based Intensive Intervention Practicum in Academics and Behavior
This Masters-level course is designed to provide students with hands-on experience in providing data-based and individualized interventions to a student who may be experiencing academic and/or behavior challenges. Students will learn how to use and apply data collection and progress monitoring tools to individualize intervention for struggling learners. View the learning objectives and the included course materials.
Intensifying Behavioral Interventions Using Data-Based Decision-Making
This Masters-level course is designed to provide guidance for practitioners in special education or general education settings who work with students with high rates of problem behavior. Educators will learn how to assess student behavior, design ethical behavioral interventions that incorporate evidence-based practices, and monitor progress of these interventions within a multi-tiered system of support framework. Course content includes background in behavioral theory, critical features of intensive interventions, measurement and feasible data collection, data-based decision-making, creating appropriate behavior intervention plans based on results from functional behavioral assessments, implanting adaptations for unique populations and settings, and other current issues in the field. View the learning objectives and the included course materials.
Intensive Interventions in Reading
This Masters-level course is designed to prepare educators to improve the reading achievement of students with or at-risk for significant reading difficulties or disabilities. Specifically, this course focuses on reading theory, explicit instruction and assessment in each of the five components of reading, and a framework for intensive intervention and data-based decision-making with diverse student populations. View the learning objectives and the included course materials.