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Course Criteria
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3.00 Credits
Introductory course in delivering a quality program in content area instruction to second language learners. Emphasizes rationale for adapting materials, designing a learning environment, including literature and materials from diverse cultures, and providing ESL strategies for various proficiency levels. Offered Fall and Summer Semester.
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2.00 Credits
Principles and theories of instruction in reading, math, and written language at elementary and secondary levels with an emphasis on procedures to evaluate, develop, and implement strategies that will maximize learning for students with disabilities. Includes curriculum and instructional adaptation and modification in content areas to facilitate academic progress of Heritage University Undergraduate Education and Psychology - 213 students with disabilities, including low to high incidence disabilities. Addresses cultural and linguistic diversity and IEP development and implementation. Prerequisite: SPED 430.
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2.00 Credits
A survey of current issues, trends, and research-based methods in Early Childhood Education. Examines development and implementation of instruction to meet the needs of young children in all developmental domains and content areas. Teaching strategies, assessment, IEPs, IFSPs, and observation of young children will be addressed. Review of dynamics of family structure, parental and community agency involvement, and impact of cultural and linguistic diversity. Heritage University Undergraduate Education and Psychology - 212
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3.00 Credits
A survey of exceptionality to include disabilities covered by IDEA and Section 504. Provides an overview of all disabilities, including low to high incidence disabilities with emphasis on etiology, characteristics, and implications for teaching. Addresses cultural and linguistic aspects of representation of specific populations in various categories of disabilities. Provides an introduction to IEP and IFSP development, transition planning, assessment, evaluation, and data collection.
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3.00 Credits
In-depth study of theories and principles of behavior management in special education and regular education settings. Addresses positive behavior support systems. Addresses the development and implementation of functional behavior analyses (FBA), behavior intervention plans (BIPs), and social skills training. Provides for the development of observation skills, data collection strategies, and ability to interpret observational data. Provides an introduction to applied behavior analysis as it relates to behavior management and support. Field experience will be required.
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3.00 Credits
In-depth study of standardized and non-standardized tools and methods of assessment. Will include formative and summative evaluation, criterion and normative measurements, and curriculum-based assessment for use by the classroom teacher. Emphasizes the selection, administration, scoring, and interpretation of assessment results to make decisions related to eligibility, including cultural and linguistic factors; pre-referral strategies, including response to intervention (RTI); placement; IEP/IFSP development and implementation; curriculum modification, accommodation, and adaptation; instructional strategies; alternative assessment portfolio; and assessment accommodations related to the WASL. Provides for practical application of knowledge and skills related to standardized assessment and informal assessment utilized for instruction. Will require field experience. Prerequisite: SPED 430.
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3.00 Credits
Fundamentals of effective curriculum and instructional strategies for students with mild disabilities. Based on research-based evidence and best practices. Includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs ensuring specialized instruction in the least restrictive environment. Addresses cultural and linguistic diversity in the design and delivery of services. Includes strategies for modifying materials, maximizing student attention, addressing curriculum needs across content areas, and addressing EALRs. Explores teaching pro-social skills and addressing behavior through functional behavior assessment. Prerequisite: SPED 430
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3.00 Credits
Fundamentals of effective curriculum and instructional strategies for students with moderate and severe disabilities. Based on research-based evidence and best practices. Includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs ensuring specialized instruction in the least restrictive environment to facilitate development of life skills. Addresses cultural and linguistic diversity in the design and delivery of services. Focuses on applied behavior analysis techniques to address the unique needs of students. Also addresses modifying curriculum and utilizing special technology, aids, and equipment. Prerequisite: SPED 430
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2.00 Credits
Reviews procedural and substantive legal regulations and issues in Special Education that influence funding and services. Addresses Disabilities Education Act (IDEA), Washington Administrative Code (WAC), Section 504, and Americans with Disabilities Act (ADA).
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2.00 Credits
Designed to facilitate school, family, and community partnerships to enhance learning for students with disabilities. Focuses on understanding families, including cultural and linguistic diversity. Examines transition planning for new settings, including post-school outcomes. Special emphasis on developing awareness and ability for collaboration, teaming, partnerships, and supervision of paraeducators. Addresses collaboration and communication in the IEP and IFSP process to ensure a free appropriate public education (FAPE) in the least restrictive environment (LRE).
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