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Course Criteria
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3.00 Credits
The Special Education Seminar supports students as they progress through student teaching and their completion of the edTPA. The class will meet online weekly throughout student teaching to discuss the application of content and skills learned in coursework as well as current issues and trends in special education such as instructional design, classroom management, due process, UDL, assessment, parent involvement, professional well-being, and inclusion. During the course, students will utilize OSEP Technical Assistance centers, What Works Clearinghouse, and identify other resources to be used during student teaching and into their careers as special educators. Further, students will examine the benefits of membership in professional organizations such as the Council for Exceptional Children and its many special interest divisions. Students will access and discuss various practitioner-oriented journals in the field of special education that will serve as recourse for evidence-based practices throughout their careers. Prerequisite(s): All ABS coursework Co-Requisite(s): ED 4840.
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3.00 Credits
Study of problems students with mild- moderate learning needs exhibit in mathematics and of explicit teaching practices that are proven to be successful. Diagnostic, remedial and instructional strategies that meet state standards and reflect NCTM scope and sequence in mathematics are explored, developed and applied. The course requires an approved middle level (grades 5-8) clinical experience. Prerequisite(s): ED 3100, SPED 3600, SPED 3650, SPED 4715.
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3.00 Credits
Study of the problems students with learning needs may exhibit in the area of reading and explicit teaching practices that are successful with such learners. Diagnostic, remedial and instructional best-practice strategies and activities are explored and applied. Prerequisite(s): ED 3100, SPED 3600, SPED 3650, SPED 4715.
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3.00 Credits
This course is designed to teach pre-service special education teachers the basics of Applied Behavior Analysis as well as classroom management skills that foster positive interactions among students in pre-K through 12th grade. Students will learn to conduct behavioral assessments and report results through professional writing. Prerequisite(s): ED 3100, SPED 3600, SPED 3650, SPED 4715
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3.00 Credits
This course is designed to teach special education teachers the principles of Positive Behavior Supports and how they apply to instruction and management. Students will learn how PBIS can be applied at the school, classroom, and individual student levels. Students will also apply assessment methods learned in SPED 4650 to identify behavioral function for an individual student. Based on the results of the assessment, students will write a behavior intervention plan. Prerequisite(s): ED 3100, SPED 3600, SPED 3650, SPED 4715.
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3.00 Credits
The focus of the course is curricular interventions and techniques for accommodating diverse learners within the general education setting. A 10-hour approved field experience at the 6-8 grade level is required. Prerequisites: SPED 5600.
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1.00 - 2.00 Credits
Directed Independent Study | Teaching Associate
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1.00 Credits
This one-credit course is designed to augment the clinical experiences required throughout the Special Education Licensure Program and facilitate interaction with teacher coaches/mentors. This course is taken during the candidate's first semester in the program. Signature Assessment 1 is completed in this course. Prerequisites: Current teacher license or completion of a teaching degree or completion of ED 5100, ED 5110, enrolled in or completed ED 5350 or consent of instructor. Corequisite: SPED 5600.
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3.00 Credits
This is an introductory level survey course that studies the strategies, methods and materials for educational programming necessary when teaching students with mild disabilities. This course focuses on history, etiology, characteristics, and instructional needs for individuals with mild disabilities including Specific Learning Disabilities and Emotional Behavior Disorders. This course addresses learner traits relevant to specific intervention methods and instructional strategies across content areas as well as the roles of educators in inclusive settings to successfully collaborate to meet the needs of individuals with exceptionalities. Prerequisite(s): SPED 5600, SPED 5650.
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3.00 Credits
The focus of this course is on a formal set of policies and procedures to be implemented by schools and districts for children in special education programs. This course introduces students to the referral, evaluation, planning, and programming process. This course will build an understanding of the role a teacher of special education has: being able to address academic and behavioral strategies, understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance. 20 hours of field experience.
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