Special Education

This course introduces the terminology, identification, and issues commonly encountered when addressing the needs of students with diverse learning needs. Content includes historical factors relating to students with disabilities, disability legislation, etiology, disability characteristics, instructional and support service needs associated with mild, moderate, and severe disabilities. Emphasis will be placed on the issues of diversity, parent/guardian involvement, and foundations of professional practice in special education.

In the highly litigated area of Special Education, it is imperative that professionals in the field understand the legal requirements of providing a free and appropriate public education to students with disabilities. Historical, philosophical, and legal foundations of special education in relation to contemporary trends and issues at federal, state, and local school district levels for children adolescents, and young adults are addressed. Topics include technology in education, school law and teacher liability, identification of at-risk students, and Individual Family Service Plan (IFSP) and Individualized Education Plan (IEP) procedures and legal issues.

This course will have students analyze, design, develop, implement, and evaluate educational technology as an instructional resource to meet the needs of students with mild to moderate learning needs in various PreK-12 classroom settings as integrated with principles of learning and assessment. Students will utilize technology to incorporate principles of Universal Design for Learning and differentiated instruction to meet the needs of learners through discussions, modeling, laboratory experiences, and completion of a comprehensive project.

This course will present current theories, issues, research findings, and practices as they relate to the development of social skills and effective classroom management of students with mild to intensive behavioral problems that may or may not co-exist with other learning needs. These issues are examined from a student-centered, culturally sensitive, and multi-agency perspective. The course will provide future educators with an understanding of different conceptual models, approaches, and strategies for individualizing instruction for K-12 students with socio-emotional and behavioral disorders in the full continuum of educational settings, from least to most restrictive.

This course presents a survey and overview of teaching methods and materials in various curricular areas for students with mild to moderate or moderate to intense educational needs. This includes students identified as having a disability as defined by IDEA including: ADD/ADHD and other health impairments; specific learning disabilities; Autism; intellectual disability; emotional disturbance; visual impairments; hearing impairments; severe or multiple disabilities; physical disabilities; and traumatic brain injury. The focus of the course will be on individualized and group adaptations in lesson planning and content instruction, teaching strategies, assessment, technology use, classroom management, and methods to enhance motivation, self-monitoring, and self-determination skills. Strategies for co-teaching in inclusive classrooms with these populations of students will also be addressed as well as student participation in transition planning. This course should be taken with a field practicum.

This class will emphasize early childhood/special education intervention assessment, evaluation techniques and report writing. The course includes information on how to select, adapt, and administer formal and informal performance-based assessment for specific motor, cognitive and sensory disabilities, data collection techniques and analysis, team collaboration in various settings (home, public/private centers, schools, classrooms, and community agencies), and staff and program assessment and evaluation. Students will design assessment adaptations and modifications and study research-based instructional strategies for learners with a variety of exceptionalities across the curriculum.

This course will focus on issues and practices concerning family systems and the role of the family in the education of young children and adolescents with disabilities; models and strategies for consultation and collaboration and effective communication with families, community stakeholders and school personnel; and professional ethics. Candidates will focus on the relationship between local and state support delivery systems for individuals with exceptional physical, mental, and medical disabilities from birth to age 21; organizations, resources, strategies, and techniques used to integrate students requiring services into diverse educational, social and community settings. In addition, candidates will investigate strategies for promoting successful postsecondary transitions for students with exceptional learning needs, as well as identify necessary family supports for facilitating integration of students with disabilities into various postsecondary program placements and rehabilitative/facilitated vocational and independent living options. Moreover, candidates will also examine strategies for coordinating and supporting the activities of classroom paraprofessionals and volunteers as well as study the ethical implications of advocating for appropriate instruction, supports, and services for P-12 students with disabilities.

This course will emphasize various approaches to teaching individuals with moderate to intensive educational needs the functional communication strategies needed to function in daily life settings such as home, school, and work. Teacher candidates enrolling in this course will become familiar with the assistive technologies available for developing communicative abilities in this population of students.

This course is designed to provide specialized content and procedural strategies in mathematics and science for teacher candidates who will be involved in the education of young children with diverse learning needs and exceptionalities. It will help them develop a foundational understanding of the regulations, skills, and knowledge for assessing, identifying, and implementing services to young children with disabilities from Pre-school through 5th grade. This course will provide both practical guidelines and examples of how to implement evidence-based strategies in integrated and inclusive contexts and the rationale, legislation, and research base supporting the evidence-based practices.

This course is designed to provide specialized content and procedural strategies in social studies and English/language arts for teacher candidates who will be involved in the education of young children with diverse learning needs and exceptionalities. It will help them develop a foundational understanding of the regulations, skills, and knowledge for assessing, identifying, and implementing services to young children with disabilities from Pre-school through 5th grade. This course will provide both practical guidelines and examples of how to implement evidence-based strategies in integrated and inclusive contexts and the rationale, legislation, and research base supporting the evidence-based practices.