This course provides a survey of current knowledge on individuals with disabilities. It is a course requirement for all Special Education minors and majors and is also recommended as a supplemental course for those planning on working with people with special needs (i.e., Sociology, Psychology, OT, and PT minors/majors). Content includes historical factors, legislation, characteristics, educational strategies, existing and emerging technologies, assessment, and support services for individuals with disabilities ranging from mild to severe. Students examine various areas of exceptionality, including both high incidence (LD, EBD, ASD, and CI) and low incidence disabilities.
During the learning disabilities (LD) portion of the course, students will study the cognitive, linguistic, social, and educational characteristics of children and adolescents with specific learning disabilities. The course will include a historical overview of the field of LD and a focus on dyslexia and attention deficit hyperactivity disorder. The course also will include an orientation to research-based teaching strategies and an electronic practicum. The cognitive impairments (CI) portion of the course will examine various disabilities, in which a cognitive impairment may be present, such as fragile X, fetal alcohol syndrome, cerebral palsy, and others. Students will learn how a cognitive impairment impacts physical, educational, and psychological development. The array of services needed across the lifespan to promote inclusion in school and society will be discussed. A field experience will be included.
This course is required for all elementary, secondary and K-12 education majors who do not have a major or minor in Special Education. The course provides information on the characteristics of students with disabilities, special and general education service delivery models, and making adaptations that support inclusion of students with disabilities in education settings. A 15-hour field experience is required.
EDUC 275
This course is a requirement for all Special Education minors and majors and is also recommended for those who plan on working with students with emotional/behavioral disorders (i.e., Psychology and Sociology majors). During the emotional/behavioral (EBD) portion of this course, students will discuss the social, behavioral, emotional and educational characteristics of children and adolescents with ODD, CD, ADHD, and other related subcategories of EBD. The autism (ASD) portion of the course will examine the history, etiology, screening, and evaluation process ASD. Students will understand the characteristics of ASD and how the sensory system can be impacted. Strategies to develop and enhance communication and socialization skills across the life span to ensure inclusion of individuals with ASD will be discussed.
This course will examine autism spectrum disorders and how individuals and families are affected by the disorder. The screening and evaluation process will be described. Students will understand the characteristics of autism spectrum disorders and how the sensory system can be impacted. Instructional strategies and assistive technology will be demonstrated and implementation techniques will be addressed. Approaches to develop and enhance social skills across the life span to ensure inclusion of individuals on the autism spectrum will be discussed.
This field experience requires 75 hours of observation and direct participation in a school or agency that serves children or adolescents with disabilities. Students are required to reflect upon and document their experience through journals, case studies and artifacts. The practicum is supervised and requires pre-registration clearance. Grading System: S/U only
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project.
Permission of Department Chair
This course focuses on conceptualizing and developing high-quality Individualized Education Programs (IEP's) for students with mild and moderate disabilities. Students will use assessment data from case studies for drafting, revising, and finalizing annual review and three-year re-evaluation IEP's that meet the requirements of state and federal special education legislation. It is suggested that this course be taken after at least one special education methodology course.
This course acquaints students with the instruments and procedures used when identifying and evaluating students with disabilities. Basic test and measurement concepts will be applied to the administering, scoring, and interpreting of commonly used assessment instruments. Communication, consultation, and collaboration among educators, related service providers, paraprofessionals, and parents will be discussed.
During the learning disabilities (LD) portion of the course, emphasis will be given to research-based intervention strategies for serving children and adolescents with specific learning disabilities in the areas of reading, written language, and mathematics. A review of current research and practices will be pursued in order to provide a perspective of the field for special educators and classroom teachers. The course will emphasize practice with research-based teaching strategies and will include a practicum. The cognitive impairments (CI) portion of the course will emphasize the instructional methods and techniques used when teaching students with cognitive impairments in self-contained and inclusive settings. Major course topics will include arranging educational environments, utilizing chaining and prompting systems, managing challenging behaviors, developing a functional curriculum, and writing IEP’s for students with cognitive impairments. A field experience will be included.
During the autism spectrum (ASD) portion of the course students will learn evidence-based practices such as discrete trial teaching, social stories, pivotal response training, and video modeling. Students will become familiar with Boardmaker, a computer-generated program, to create visual supports for students. Various assistive technology and voice output devices will be discussed. A field experience will be included. The emotional/behavioral (EBD) portion of the course focuses on principles of prevention and intervention designed for youth with EBD. A psycho-educational approach that is grounded in relationships, building resilience, trauma informed care, behavior management, crisis intervention, and creating encouraging environments serves as the foundation of the course. A field experience will be included.
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project.
Permission of Department Chair
Students seeking K-12 special education teacher certification will participate in advanced field experiences in their areas of specialization while under the supervision of qualified teachers. Students must meetall of the requirements set forth in the Teacher Education Handbook. Grading System: S/U only.
Students seeking K-12 special education teacher certification will participate in advanced field experiences in their areas of specialization while under the supervision of qualified teachers. Students must meet all of the requirements set forth in the Teacher Education Handbook. Grading System: S/U only.
Students seeking K-12 special education teacher certification will participate in advanced field experiences in their areas of specialization while under the supervision of qualified teachers. Students must meet all of the requirements set forth in the Teacher Education Handbook. Grading System: S/U only.