Curriculum

With an emphasis on technology applications that benefit children and youth with disabilities, this course focuses on teaching students the skills they (and you) will need to select and use assistive technology appropriately and effectively. Emphasis is placed on establishing skills in the areas of technology to support literacy (reading and writing) and mathematics (STEM); technology to create and provide visual supports; technology to provide access to the curriculum; augmentative communication; selecting appropriate apps for iPads and other mobile devices; and assistive technology decision-making and implementation.

The purpose of this course is to provide students an introduction to the foundational concepts and recent history of Multi-Tiered Systems of Support (MTSS). Students will learn how to use various assessments to make data-based decisions about interventions and programs to support the social, emotional, and behavioral outcomes for students with exceptionalities. A particular focus on social skill instruction and supportive intervention techniques will prepare students to conduct a Functional Behavior Analysis and create a Behavior Intervention Plan.

This course is designed to prepare educators to improve the literacy achievement of students with or at-risk for significant reading difficulties or disabilities. This course focuses on literacy 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. There will also be a focus on the development and educational needs of students with dyslexia or who experience other difficulties in acquiring the literacy skills of listening, speaking, reading, and writing.

This course covers assessment concepts and processes including legal, referral, evaluation, and eligibility, as well as assessment for instructional decision-making. Identifying and assessing any student is a complex process mediated by state and federal guidelines, individual rights, cultural issues, and school resources. Assessments emphasize developmentally appropriate education advanced through a holistic, strengthbased picture of all learners, including those with disabilities and those from culturally/ linguistically diverse backgrounds. Special attention will be placed on working with students who have English language learning needs. Assessments for the course are designed to use relevant assessment data to develop an appropriate Individualized Education Program (IEP). Candidates select and administer both formal and informal assessment tools that are appropriate and exceptionality specific. Candidates also consider the role of the parent or caregiver in assessment and collaboration. Candidates investigate the transition from birth to three (IDEA Part C) to the PK-12 education system.

This course addresses requisite knowledge and skills to plan, implement, and evaluate individualized programs for students with disabilities. Representative topics include developing quality Individualized Education Program (IEPs) documents, review of primary disability categories related to IEP development, linking present level of performance to individualized programming, writing measurable goals and objectives, determining specialized instruction and supports within the general education setting, and transition planning. Candidates investigate current trends and guiding principles of quality programs, as well as special educator roles and responsibilities. Candidates prepare for conducting planning and placement team meetings and monitoring progress towards goals.

This course explores general methods and materials appropriate for working with students with disabilities at the elementary through secondary level. Candidates learn a framework for understanding the nature of difficulties students with exceptional learning needs manifest and how to design and implement specialized instruction and monitor student progress. Emphasizes evidence-based strategies to address the specific strengths and needs of students with disabilities by planning and implementing lessons to teach school-age students with exceptionalities in the content areas of writing, mathematics, and science and social studies.

This seminar focuses on collaboration, co-taught classrooms, and other inclusive practices. The seminar explores characteristics of students with disabilities across IDEA classification areas. Seminar sessions help the candidate process, synthesize, and reflect on work in the classroom/school setting. Candidates share experiences and ask for critiques on work samples from peers and the professor. Guest speakers range from parents/parent advocates to administrators.
Prerequisite: Take EDS-573 or EDS-403

This practicum placement focuses on serving students with high incidence disabilities while enabling the candidate to act as a collaborative co-teacher in a special education environment. Candidates participate fully in IEP development, monitoring, and planning, as well as attend IEP meetings. These experiences afford the opportunity to work with multidisciplinary team to meet the concerns and needs of children and youth with disabilities. Candidates also work on daily communication skills and collaborative techniques with families.
Prerequisite: Take EDS-573 or EDS-403

This seminar focuses on special education law, ethics, compliance, and mandated practices under the IDEA 2004 as it relates to free, appropriate, public education in the least restrictive environment. Candidates also explore and investigate characteristics of and issues pertaining to a disability category.
Prerequisite: Take EDS-572 and EDS-574 and EDS-573 or EDS-403

This practicum placement focuses on serving students with low incidence disabilities. This placement involves practical training in and hands-on experience with special education and related services. These experiences afford the opportunity to work with a multidisciplinary team to meet the concerns and needs of children and youth with disabilities. Candidates also work on daily communication skills and collaborative techniques with families.

This course will provide students with an in-depth look at how litigation and legislation have shaped special education today. Students will gain an understanding of IDEA, the main governing body behind special education services as well as other factors that influence special education (IEPs, Least Restrictive Environment, Section 504, etc.). The use of advocacy and policy will be examined as ways special education law is influenced. Students will also study how the legal system impacts students and teachers in the classroom.

This seminar focuses on collaboration, co-taught classrooms, and other inclusive practices. The seminar explores characteristics of disability deficits across IDEA classification areas. Seminar sessions help the candidate process, synthesize, and reflect on work in the classroom/school setting. Candidates share experiences and ask for critiques on work samples from peers and the professor. Guest speakers range from parents/parent advocates to administrators.