Special Education (SPED)
704 Assessment (3) Addresses the study of measurement theory and basic statistics needed for understanding assessment. Also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural, and ethical considerations. Instruments covered focus on psychological and intellectual functioning. The course is designed to develop knowledge in measurement theory, assessment practices, legal and ethical precautions, familiarization with selected assessment instruments, and appropriate application and interpretation of both standardized and informal tests. Assessment interpretation and IEP preparation is examined in depth. Students experience the administration, interpretation and reporting of a select sample of assessment tools. Students are introduced to professional report writing and consequential treatment implications. Lab fee.
750 Learners with Exceptionalities (3) Overview of the various groupings of individuals with exceptionalities under the Individuals with Disabilities Education Act are examined, focusing on etiology, identification, incidence, prevalence, treatment, services available, and educational implications. Mental, physical, behavioral, and sensorial exceptionalities are discussed. Examines national, state, and local laws and policies impacting individuals with exceptionalities. Also examines historical perspectives, legislative and litigative history, models, theories, and philosophies that provide the basis for special education practice, as well as current legislation, regulations, policies, litigation, and ethical issues related to the provision of educational services for students with disabilities.
752 Introduction to ECSE (3) Develops knowledge and skills to identify and teach children birth through age 8 with exceptional educational needs and talents. Also examines principles and theories of child growth and development, learning theory, and classroom organization. Develops knowledge to apply developmentally appropriate assessment tools and to promote parent education and family involvement in regard to EEN young children.
758 Adaptive Methods (3) Examines methods, strategies and materials for adapting curricula to meet the learning needs of students with mild to severe high incidence exceptional educational needs (E/BD, LD, CD). Students choose a concentration in one of these areas. Emphasizes ability to evaluate students' academic and social needs, research and design appropriate curricula, make modifications and adaptations throughout and across curricula, differentiate curriculum and instruction, and use research-based teaching strategies.
760 Behavior Modification (3) Discusses behavior theories, strategies and programs, functional analysis of behavior, positive behavior interventions and strategies, RTI, and behavior intervention plans. Students learn how to apply concepts from behavior modification to their classrooms. Students engage in a behavior-change project and learn how to use data to drive behavior intervention and planning for individual learners with disabilities. Emphasizes the application of theory to the academic and behavioral development of school-age children, especially those with exceptional educational needs. Attention also given to communication with parents and teachers regarding behavior issues and plans.
762 ECSE Methods I (3) Emphasis on curriculum development, implementation, and evaluation based on typical and atypical child development, learning theory and educational research practice. The use of appropriate strategies to create and manage a learning environment. Develops curricular knowledge and skills to identify and teach children birth through age 8 with exceptional educational needs and talents. The course emphasizes integrated curriculum using art, music and movement. The characteristics of play and its contribution to the cognitive, social, emotional, communication, motor development and learning of children with developmental delays and disabilities birth through age eight. Developmentally based intervention methods are heavily emphasized.
763 ECSE Methods II (3) Focuses on curriculum development, implementation, and evaluation based on typical and atypical child development, learning theory and educational research and practice. Curricular integration of mathematics, science, and social studies for young children birth through age 8. Children's literature and language arts are integrated into the examination of those curriculum areas as supportive activities. Also requires the study of program, curriculum, and instructional approaches that contribute to the preparation of young children for work, including career exploration, practical application of basic skills, and employability skills and attitudes. The methods for organizing and modifying environments in collaboration with parents and other professionals to maximize the children's development through appropriate use of strategies, materials, equipment and technology.
764 Mathematics Assessment and Strategies (2) Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis is on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).
768 Contemporary Issues and Transitions (3) Focuses on critical analysis and discussion of major emerging conceptual and practical issues in special education. Covers in depth topics related to collaboration, professional development, ethics, and transition services.
772 Managing the Learning Environment (3) Focus on the major issues of learning the skills and dispositions necessary for managing a special education classroom and/or case load. Includes curriculum design and evaluation, collaboration, time management, assistive technology and universal design. A fieldwork curriculum research project and presentation is required.
775 Special Education Internship: MC-EA (.5-3) Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. Based on licensure desired, students have experiences with elementary or secondary students, or both. A student seminar meets regularly for study and discussion. Students complete and present a professional special educator portfolio. Pass-Fail.
776 Special Education Internship: EA-A (.5-3) Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. Based on licensure desired, students have experiences with elementary or secondary students, or both. A student seminar meets regularly for study and discussion. Students complete and present a professional special educator portfolio. Pass-Fail.
778 ESCE Internship (3-12 credits) Field-based experience working with children birth to age eight who have developmental delays including severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. A student seminar meets regularly for study and discussion. Students can be placed in a wide array of settings, including but not limited to schools, hospitals, early intervention programs, 0-3 programs, Early Head Start and Head Start. Students pursuing teacher certification must complete and present a professional special educator portfolio. Pass-Fail.
781 Independent Study (1-4) Specially designed studies to allow the graduate student to pursue specific areas of need or interest. Approval of the topic of study and the plan of study by the instructor directing the study is required before enrollment.
782 Service Delivery and Consultation (3) Focuses on service delivery and consultation with early childhood programs serving children birth to age eight. Early childhood policy at the national and state level is covered in depth. Examines best practices for consultation and early childhood service development at the local, state and national levels. Child find strategies, informed referral networks, evaluation team responsibilities, individualized family service plans, individualized education program processes, and pertinent state and federal laws, regulations and policies.The appropriate methods of service delivery within natural settings in the home and community such as preschools, Head Start, and family- and center-based child care. The intra- and interagency collaboration and implementation of appropriate service coordination and consultation related to the care, education, and transition of young children and their families.Professional ethics and issues of advocacy, family rights, confidentiality, and teacher liability.
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