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Course Criteria
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3.00 Credits
Learners in this course will explore effective inclusive practices including the use of technology and assistive technology when planning for diverse classrooms. Learners will also utilize grade level standards and student data to plan instruction, create individualized plans and promote classroom environments that foster student growth.
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3.00 Credits
This course is designed for graduate students, especially those in School Psychology, and Speech, Language and Hearing, and Special Education. Historical, legal, social and political frameworks for special education within schools and communities will be examined. Emphasis will be on the relationship between special and general education, inclusionary practices, family-focused interventions and collaborative teaming.
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4.00 Credits
This course is designed to provide the skills and knowledge necessary to competently provide specially designed systematic instruction to students with a broad range of cognitive impairments and deficits in adaptive behavior. Broad range means all levels of cognitive impairment, mild-moderate through severe-profound. The course provides in depth coverage of the pedagogy used in planning, including research-based instructional strategies to promote developmental, functional, and academic learning across a continuum of placement settings to improve outcomes for students birth-21 with Developmental Cognitive Disabilities (DCD). Teacher candidates will understand and experience the process of using relevant assessment data to develop meaningful IEPs leading to effective instruction. Strategies to cultivate and maintain positive, collaborative relationships with children, families, educators, paraprofessionals and related service providers, and the community to support student development and educational progress will be incorporated throughout the course.
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3.00 Credits
Accountability is a critical factor in Early Childhood Special Education (ECSE). ECSE teachers must be able to demonstrate children's growth as well as demonstrate program effectiveness. This course will focus on discovering supports that are needed for a child to learn and the requirements for on-going assessment within a responsive curriculum. Linking assessment with intervention will be explored through Response-to-Intervention and Curriculum-Based Assessment, among other assessment procedures.
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3.00 Credits
This course offers applied training in advanced practical aspects of professional consultation, collaboration, conflict resolution and crisis preparedness. Theories of conflict resolution and consultation will be addressed as well. This course takes a transdisciplinary approach using case studies and professional reflection for increased efficacy in assessment, intervention, and evaluation of special needs and at-risk students/clients and their caregivers. This class includes online discussion, electronically submitted assignments, independent reading, online group presentations, and weekly reflections of course materials and readings.
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3.00 Credits
This graduate field experience is required for completion of the Learning Disabilities license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with learning disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While they may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours.
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3.00 Credits
This graduate field experience is required for completion of the Emotional Behavior Disorders license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with emotional behavior disorders. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours.
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3.00 Credits
This graduate field experience is required for completion of the Developmental Disabilities license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with developmental cognitive disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours.
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3.00 Credits
This graduate field experience is required for completion of the Early Childhood Special Education license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with learning disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours.
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3.00 Credits
This graduate field experience is one of two field experiences students will complete to meet the requirements for the ECSE license. This practicum requires students to complete 120 hours in an early intervention/0-3 placement. The majority of time should involve direct engagement with learners with disabilities, however, students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards the 120 hours.
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