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Course Criteria
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9.00 Credits
(9 credits)(Coreq: EDSC*480) Supervised teaching experience. Interns are assigned to schools for a period of no fewer than 60 instructional days. F,S
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3.00 Credits
(Prereq: EDUC 111) This course provides knowledge of basic concepts in special education related to the education of individuals with disabilities. Content includes historical factors, legislation, etiology, characteristics, educational strategies (including existing and emerging technologies), identification procedures, support services for individuals with disabilities at varied degrees of severity, and the impact of disabilities on academic and social/emotional performances. S,Su.
Prerequisite:
Take EDUC*111;
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3.00 Credits
(Prereq: EDSP 200) This course is a supervised field experience requiring two half days per week with students with mild to moderate disabilities. During this experience, teacher candidates observe the roles of special educators in their placement, identify research/evidence based practices implemented in their placement, review student records, and describe models of service delivery in their placement. Additionally, teacher candidates support classroom professionals by regularly (a) implementing classroom behavior plans under guidance of classroom staff and (b) providing individualized assistance to students with mild to moderate disabilities. Related seminar addresses the foles of special educators, organizational and legal contexts for special education programs, models of service delivery, professional and ethical practice, collaboration skills, and research/evidence based practices. The link between theory and practice is emphasized. F.
Prerequisite:
Take EDSP*200;
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course provides an in-depth study of definitions, etiology, prevalence, and characteristics associated with learning disabilities (LD) and emotional/behaviorial disorders (EBD). Techniques used in identifying and teaching learners with LD or EBD, as well as service delivery models, roles of various professionals, legal issues, ethics, and philosophies related to persons with LD or EBD. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with LD and EBD in a variety of educational settings are addressed. F.
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course introduces teacher candidates to students with a label of intellectual disability (ID) and/or autism. The course includes definitions, etiology, prevalence, and characteristics of individuals with ID and/or autism. Additionally, candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with ID and/or autism. Learning characteristics, evidence-based teaching strategies, instructional settings, legal issues, ethics, and assessment regarding individuals with ID and/or autism are addressed. F.
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3.00 Credits
(3 credits)(Prereq: Admission to the professional program) This course provides an in-depth study of characteristics associated with learning disabilities (LD), emotional/behaviorial disorders (EBD), intellectual disability (ID), and/or autism. Candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with LD, EBD, ID, and/or autism. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with mild to moderate disabilities in a variety of educational settings are addressed. Instructional settings, legal issues, ethics, and assessment regarding individuals with LD, EBD, ID and/or autism are addressed. F
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3.00 Credits
(Prereq: EDSP 310) This course is a supervised field experience requiring two full school days per week with students with mild to moderate disabilities. In an assigned public school classroom, teacher candidates participate in supporting the needs of students with, or at-risk for, disabilities, under the guidance of a special education teacher. Teacher candidates plan and implement appropriate instruction based on research-based practives, plan instruction that takes into account the impact of diverse student and family characteristics, interact with school personnel, students, and parents using professional communication skills, and demonstrate professional behaviors. Knowledge and skills developed in the prior field experience and current coursewpork are reinforced. Related seminar addresses varying philosophies of education, lesson planning and contextujal factors surrounding PreK-12 students. S.
Prerequisite:
Take EDSP*310(6183);
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course provides an overview of assessment terminology, data collection procedures, and the theoretical, legal, and ethical issues related to referral and educational planning. Skills focus on application and interpretation of standardized and curriculum-based assessment data for eligibility, program and progress monitoring decisions in service of individualized education programs. Candidates write individual education programs, develop strategies to modify assessments to accommodate the unique needs of students with disabilities, and communicate assessment information to solicit parent understanding. S.
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course applies research on teacher effectiveness, teacher accountability, and instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention, memory,, and motivation; curriculum adaptations, peer mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitation transition into the community, workplace, and postsecondary environments are addressed. F,
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. S.
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