This course embodies two discipline principles articulated in four areas: philosophy of human behavior, proven prevention factors, behavior change, school-wide and classroom response to disruptive behavior.

In this course, students will be introduced to exceptional learners, and investigate instructional practices that can be used in general education classrooms to improve outcomes for students with and without disabilities. The course will focus on educating students in the least restrictive environment (LRE), and will learn to utilize differentiated instruction to meet the needs of all students. Models of co-teaching will be examined, as well as cooperative learning, heterogeneous grouping, multicultural education, social skills training, and technology applications.

In this methods course, students will plan instruction for learners with disabilities. Course content will include assessment, instruction and instructional design, and establishment and maintenance of case records. Students will use assessment data to design goals and objectives in the development of the Individualized Education Plan (IEP). Students will adapt curriculum and instruction to accommodate diverse student needs. Prerequisites: 613, 614

Typically, this is the culminating course in the Master of Arts in Education program. It provides advanced study on a topic or emerging issue in American education. It is designed to interrogate contemporary issues and their influences on teaching and learning. Students will develop a broad understanding of the different societal and cultural facets that impact PK-12 education. A four-day residency on the Viterbo University, La Crosse, WI campus is required; commencement takes place on the final day of residency.

This course will focus on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning inclusion of children with disabilities and the concept of "least restrictive environment" will be studied. An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population. Appropriate best practices for enhancing literacy in all children will be presented.

This course focuses on topics such as identity, social factors of language use, cultural and linguistic diversity, and the many educational contexts in which English learners develop their cultural and linguistic identity in the United States. In addition, this course addresses the many ways that teachers and administrators can apply culturally responsive teaching to support the academic English language development of English learners in their schools.

This course serves a dual purpose: (1) it focuses on the fundamentals of instructional design and the use of multimedia technology as a teaching and learning strategy that addresses diverse student needs and encourages active participation in learning; (2) it emphasizes technology tools that facilitate communication and collaboration within local and global learning communities as a means of improving leadership functions and effectively engaging with others in online and remote learning environments.

This course provides a critical examination of the formation and re-formation of education in the US public school system. The concepts and theories of power and oppression serve as a framework for understanding the her/historical, cultural, and political context of education. With a focus on the educational narratives of language, race, class, gender, sexual orientation, and immigration status, culturally responsive education is explored as a tool for creating and sustaining educational equity.

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. Assessments included are norm-referenced, criterion referenced, curriculum based, observational, and dynamic. Students will design instruction, intervention, and support based on assessment results. Field experience hours required.

Teaching at pre-kindergarten or kindergarten level integrating prior early childhood coursework through the preparation and delivery of developmentally appropriate instruction in a child-centered environment. Capstone experience. Prerequisite: passing Praxix II score. May be repeated for credit.