EDUC 611
– Introduction to
Exceptional Individuals, 1 Cr.
This course introduces the
practice of special education in today’s schools, with a focus on the United
States. The content will allow students to analyze characteristics of students
with learning and behavior disabilities and cognitive disabilities, as well as
the implications of learner differences for the legal and professional
responsibilities of classroom teachers. Students will examines general
principles of instruction that can help improve students’ access to the general
education curriculum, including collaboration with other professionals,
universal design for learning, response to intervention (RTIP, and assistive
technology. Each of these topics is covered in more depth in later courses.
Students will survey multicultural considerations in the diagnosis and
instruction of students with disabilities. The overall goal of the course is to
expand students’ expertise and confidence in providing an inclusive classroom
that effectively addresses the needs of the diverse population of students.
EDUC 613
– Introduction to Individual
Education Assessment, 2 Cr.
Assessment serves as a
cornerstone of special education, both in terms of eligibility determination
and instructional planning. This course will focus on the wide array of
assessment methods available for identifying students with disabilities and
evaluating their responsiveness to instruction, including norm-referenced
tests, criterion-referenced assessment tasks, curriculum-based assessments and
measurements, and dynamic assessment.
EDUC 614 – Advanced Individual
Education Assessment, 2 Cr.
The process of creating an
individual education plan (IEF) for a student is the foundation for compliance
with IDEA. A well-written IEP utilizes a team of individuals to address the
student’s needs and address each of the goals through clearly state objectives.
A study of the various academic diagnostic instruments and their interpretation
will be used to diagnose learning disabilities, emotional disturbances and
cognitive disabilities. Students will apply the information learned in the
alignment of assessment, curriculum and instructional strategies through a case
study and IEP approach. Students will learn about the balance between the need
for a student’s success in an inclusive environment with his/her need for
specialized curriculum. Considerations for diverse cultural and linguistic
backgrounds will be considered.
EDUC 615 – Assessment and
Treatment of Students with Cognitive Disabilities, 3 Cr.
This course examines the
characteristics and various approaches to the education and treatement of
students with intellectual disabilities and developmental disabilities.
Students will learn about the areas of assessment, curriculum development,
instructional design, appropriate placement, methods for assessing the social,
emotional, learning styles, functional behavior development, and
curriculum-based skill achievement. Students will administer and interpret
individual diagnostic tests, design and administer informal assessment
measures, and learn observation and interview techniques that will become a
part of the assessment skills needed to be successful in the assessment of
students with cognitive disabilities.
EDUC 616 – Literacy Assessment
and Treatment of Students with Learning Disabilities, 3 Cr.
More and more, teachers
and schools are being held accountable for meeting these students’ literacy
learning needs. To meet these needs in a diverse student population, it is
vital to make sure every instructional staff member (a) understands how
literacy and language is relevant to student success, regardless of content
area, and (b) can successfully integrate evidence-based literacy and language
instructional practices into their teaching. Accordingly, this course is
organized around five broad topical areas and associated literacy instruction
and assessment practices: cultural and linguistic differences, individual
motivation differences, neuropsychological differences, instructional
arrangements to accommodate learning differences, and core components of
effective literacy instruction. Students in the course learn about the
principles of instruction and remediation in language, reading and writing,
classroom assessment techniques for reading and writing, and materials and
adaptations for reading and writing instruction.
EDUC 617 – Speech/Language
Development and Disorders, 2 Cr.
This course will provide
an overview of a range of communication disorders, the prevalence of such, and
the educational considerations for students who have communication delays
and/or disorders. Students enrolled in this course will investigate the current
theories of language development and understand the theories in relations to
the child with special needs. Students will be exposed to a comprehensive base
of information in the area of speech and language development that is necessary
for the evaluation and application of interventions for language disorders.
Students will also be expected to understand and apply the course content in
the assessment and treatment of delays and disorders of children from
culturally and linguistically diverse backgrounds.
EDUC 618– Parents and Agencies, 1
Cr.
This course lays the
foundation for individuals to develop collaborative problem solving in special
education. Special educators and general educators interact together in many
collaborative activities both inside and outside of school to support students,
families, and the community. This course explores evidenced-based practices in
key collaborative spaces in schools, including (1) IEPs, (2) pre-referral
intervention assistance teams (i.e. child study teams, student support teams),
(3) Positive Behavior Intervention and Supports, (4) RTI teams, (5) behavioral
consultation, (6) collaborating with para-educators, (7) transition planning,
(8) collaborative teaching, (9) servings as an intervention specialist who
helps to create access to the general education curriculum, and (10)
home/school/community services.
EDUC 619 – Collaboration and
Transition – the School and the Community, 1 Cr.
Transition is the process
that students and their families use to think about life after high school, to
identify their desired outcomes, and to plan their community and school
experiences in a way that individual live goals can be met. In education,
teachers are often asked to think with the end in mind. That idea is the heart
of transition planning. If the “end” we have in mind is “educated employees”
then the transition planning is the “beginning.” It sets the education course
for middle and secondary students with disabilities that leads to access to
adult services, postsecondary education and the world of work.
EDUC 620 – Introduction to
Autism Spectrum Disorders, 1 Cr.
This course covers an
overview of autism spectrum and other developmental disabilities, including
definitions, origins, and characteristics. Students will learn about IDEA
requirements for students on the Autism Spectrum, and legal issues and as the
roles and responsibilities of families in the educational process. In addition,
students will learn about the incidence and prevalence of the various disorders
on the spectrum and the characteristics of the disorder including language and
communication difficulties, social skill difficulties, and behavior
difficulties.
EDUC 621 – Classroom Management
and Positive Behavior Practices, 3 Cr.
This course is designed to
provide teachers and other practitioners with a foundational knowledge in
classroom management, and behavioral intervention for mild/moderate behavioral
challenges. It will also provide knowledge of behavioral technologies to
support classroom teaching with diverse students, including those with special needs.
Students will about prevention and intervention strategies, as required by RTL.
Students will understand and utilize behavioral assessments and will acquire
resources for identifying and successfully intervening with problematic
behavior.
EDUC 626 – Inclusive Classroom
Strategies, 2 Cr.
In this course, students
will investigate instructional practices that can be used in general education
classrooms to improve the learning and academic performance of students with
mild learning problems and disabilities. We will focus on instruction in the
content-are subjects of science, social studies, and mathematics, as literacy
instruction is covered in a separate course. Students will learn about
educating students in the least restrictive environment (LRE) and by utilizing
the continuum of alternative placements (CAP); in addition, students will learn
to utilize differentiated instruction (DI) as a means to meet the needs of a
range of individuals within a classroom by making the learning appropriate for
all.
EDUC 627 – Teaching Students
with Cognitive Disabilities, 2 Cr.
Students enrolled in this
course will develop the knowledge, skills, and professional dispositions that
are required to effectively meet the needs of students who have been identified
as having cognitive disabilities. Included in the course content will be
information relating to the nature of cognitive disabilities, characteristics
of students with cognitive disabilities, and understanding of the
environmental, social, and psychobiological factors that relate to students
with these disabilities and an understanding of both the educational and the
therapeutic needs of students with cognitive disabilities. A practicum is
required as part of this course.
EDUC 629 – Teaching Students
with Learning Disabilities, 2 Cr.
This course is designed to
strengthen the understanding of Response to Intervention (RTL) in the areas of
reading, math, and writing. Since the reauthorization of the Individuals with
Disabilities Education Act of 2004, this approach to identifying and providing
educational services to individuals with learning disabilities has been
identified as the “federally preferred method”, as opposed to the former
achievement-ability discrepancy method. Specific research-based strategies will
be learned and applied. Teachers will learn about collaborative structures
found in schools that support learning in general education settings
(co-teaching, collaborative consultation, teacher/student support teams) and
roles and responsibilities of teachers within these structures. A practicum in
required as part of this course.
EDUC 631
– Methods for Cross-categorical Special Education
In this course, students
will study the various foundations of instruction for designated disabilities,
including (a) mild to moderate mental retardation, (b) learning disabilities,
(c) emotional disabilities, and (d) physical and other health impairments.
Course content will include assessment, instruction, and instructional design,
establishment and maintenance of case records, the use of assessment data to
design goals and objectives, and information needed in the development of
individualized Education Plans (EP) and curriculum and instruction to
accommodate diverse student needs.
EDUC 632 – Methods for
Educating Students with Cognitive Disabilities, 3 Cr.
This is an introductory
level course that familiarizes students with the foundational methods that have
been successfully employed in the education of students with cognitive
abilities. Students will learn about assessing individuals with cognitive or
intellectual disabilities in terms of their academic progress, their adaptive
abilities, and their overall quality of life. Students will also learn the
importance of making accommodations appropriate to the needs of the student and
the range of supplementary aids that include instruction, personnel, equipment,
or other accommodations that enable children with disabilities to be educated
with nondisabled children to the maximum extent appropriate.
EDUC 641 – Cross-Categorical
Student Teaching – Middle Childhood to Early Adolescent (MC-EA), 3 Cr.
An extensive, on-site
special education experience-teaching learners with a range of exceptionalities
and who are chronologically between the ages of middle childhood to early
adolescence. The experience includes teaching, formal observation, data
collection, analysis and reflection. The field experience supports coursework
in the special education program and focuses on students from middle childhood
into early adolescence. In this field-based experience, the candidates will be
placed in schools with certified mentor teachers and qualified university
supervisors. This course focuses on the candidate’s research techniques and
plan of action within the supervised teaching/internship. A culminating project
for the course will be a TPE work sample portfolio.
EDUC 642 – Cross-categorical
Student Teaching – Early Adolescent to Adolescent (EA-A), 3 Cr.
An extensive, on-site
special education experiences-teaching learners with a range of
exceptionalities who are chronologically either early adolescent or
adolescent-aged. The experience includes teaching, formal observation, data
collection, analysis and reflection. The field experience supports coursework
in the special education program and focuses on students from middle childhood
into early adolescence. In the field-based experience, the candidate will be
placed in schools with certified mentor teachers and qualified university
supervisors. This course focuses on the candidate’s research techniques and
plan of action with the supervised teaching/internship. A culminating project
for the course will be a TPE work sample portfolio.