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Course Criteria
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3.00 Credits
Students read and analyze research in the area of reading. After critical analysis, students draw conclusions about the body of knowledge in reading as a discipline. Application of research for improved literacy is emphasized. Students will conduct research that utilizes a range of methodologies. Promoting and facilitating teacher and classroom-based research is a major focus. MRD candidates will need to present a passing Praxis II 5301 (164 minimum score) in order to receive their final grade for this course. For Dual majors (Reading and ESOL Literacy, Praxis II 5361 must also be passed at a level of 149). An exit interview with an advisor or Program Chair is also required as a graduation checkpoint. NOT OFFERED IN THE SUMMER
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5.00 Credits
Students read and analyze research in the area of reading. After critical analysis, students draw conclusions about the body of knowledge in reading as a discipline. Application of research for improved literacy is emphasized. Students will conduct research that utilizes a range of methodologies. Promoting and facilitating teacher and classroom-based research is a major focus. MRD candidates will need to present a passing Praxis II 5302 (164 minimum score) in order to receive their final grade for this course. An exit interview with an advisor or Program Chair is also required as a graduation checkpoint. NOT OFFERED IN THE SUMMER
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3.00 Credits
This course sets the foundational groundwork and knowledge for teacher candidates in learning the science and art of teaching students with exceptionalities. The course covers historical, academic, and pedagogical theories and content for the teacher candidates. This course is designed as an introduction to special education for the graduate level student who wishes to gain a greater understanding of the intricacies of special education from a historical, legal, and theoretical standpoint. The course explores the history of special education in order to understand the ethical and moral responsibilities of working with individuals with special needs. As a result of history, legal perspectives are explored, especially the landmark federal law, IDEA. Theoretical concepts are introduced including current best practices in special education, as well as on overview of services including the development of an IEP.
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3.00 Credits
This course focuses on understanding, interpreting and using behavior programming in classroom management. An awareness of the role of behavior modification and reinforcement principles, cognitive and humanistic theories, in concert with the affective domain and self-esteem strategies are stressed. Emphasis is on the teacher's need to achieve maximum effectiveness in predicting and controlling behavior, while creating a learning environment that fosters active engagement for students with exceptional learning needs. This learning environment will encourage independence, self-motivation, self-direction, personal empowerment, and self-advocacy through the use of direct motivational and instructional strategies. The skills necessary to effectively manage the behavior of the children entrusted to their care, while providing guidance and direction to other individuals will also be addressed.
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3.00 Credits
Within this course, informal and formal assessments used in identifying exceptionalities are analyzed in detail. An emphasis is placed on the selection, administration, and interpretation of test results along with understanding the legal policies and ethical principles of measurement and assessment. Measurement theory and practices for addressing issues of validity, reliability, norms, and bias are also discussed. Concepts related to the use and limitations of various types of assessments are examined. The implementation of correction techniques for assessed weaknesses is explored and experience is gained with using formally evaluated strengths and weaknesses to develop an Individualized Education Program (IEP). Standardized and informal test results are evaluated and analyzed in relation to student achievement, curriculum development, and instructional improvement. Legal policies and ethical principles related to measurement and assessment are also included.
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3.00 Credits
This course is designed to help professionals in schools understand a range of assistive technology options for students with exceptionalities. The main focus of the course is on students with mild mental handicaps, learning disabilities, or emotional disturbances. The meaning of assistive technology and methods of assessing students to match them with appropriate assistive technology are emphasized.
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3.00 Credits
A framework for understanding evidence-based instructional strategies to individualize instruction for teaching students with exceptional learning needs is provided. Content curriculum & instruction is aligned to the student's content certification subject area and/or grade level, as well as DE adopted CCSS or National Standards. The course places particular emphasis on portfolio assessment and learning styles. Students examine curriculum models and teaching techniques. The adaptations of the learning environment for students with exceptionalities is also a major focus of this course.
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3.00 Credits
The transition planning process is a critical component to meeting the needs of students with exceptionalities. This course will focus on the collaborative consultation in transition planning and establishment/measurement of postsecondary outcomes for students with disabilities. Elements of the course will include: establishment of a transition team, data collection strategies, approaches to transition planning (person-centered, family-centered, and person-family-centered), awareness and understanding of community and state agency resources, and postsecondary outcomes, services and supports. Students will complete performance based tasks that prepare them to plan and implement with fidelity, transition plans for students with disabilities.
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3.00 Credits
This course focuses on the importance of family participation in the Individualized Education Program (IEP) planning processes. It focuses on the design and implementation of systemic processes, practices, and procedures to offer families of children with exceptionalities the routine support and partnership needed to meet their needs. The course will focus on the skills, knowledge and dispositions needed for coordinated planning and communication between teachers and early intervention staff. Partnering with community resources and agencies is also a critical element to the success of the collaboration between schools, families and those in surrounding communities.
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3.00 Credits
This course provides candidates with knowledge and skills related to a variety of evidence-based instructional practices that can enhance the academic learning and everyday functioning of students with severe intellectual disabilities or ASD. The course will cover techniques that are useful for group as well as individualized instruction, and will include practices appropriate for special as well as inclusive environments. The course will also address such topics as: how to select and use developmentally-appropriate technology, team planning, assessment, finding and managing resources, and collaboration with all stakeholders (including families, regular education teachers, school leaders/supervisors, paraprofessionals, and specialists).
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