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Course Criteria
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3.00 Credits
This course provides teacher candidates with research-based methods and special techniques to effectively instruct students with severe/profound and multiple disabilities within a variety of educational settings. Teacher candidates develop the teaching skills required to plan for and institute positive intervention strategies in relevant curricular areas, including perceptual, motor, daily living, communication, leisure and socialization. The emphasis of this course will be upon implementing the Individualized Education Programs (IEP). Focus will be upon lesson plans, task analyses and accommodating students who require extensive or pervasive instructional supports and adapting specialized curricula to meet their learning needs.
Prerequisite:
Act 34, 151, 114 clearances; admission to Advanced Professional Studies; Professional Bloc I courses of ERCH 421, SPED 321, SPED 341.
Corequisite:
Strand I: SPED 411, SPED 451, SPED 453, SPED 454.
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3.00 Credits
This course is designed to prepare teacher candidates to provide effective instruction to children with mild disabilities. The course will focus on developing skills for high-quality instruction based on research-based practices used to design and adapt curriculum to provide high-quality, standard-based instruction for students with mild disabilities, with an emphasis on the inclusive classroom. Course participants will learn to plan, implement and assess the results of effective instruction aligned with students academic, social, emotional and behavioral needs to facilitate academic achievement, with an emphasis in development of literacy skills for students in need of supports in general education.
Prerequisite:
Act 34, 151, 114 clearances; admission to Advanced Professional Studies; Professional Bloc I courses of ERCH 421, SPED 321, SPED 341.
Corequisite:
Strand II: SPED 412, SPED 452, SPED 453, SPED 454.
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3.00 Credits
This course prepares teacher candidates with the necessary skills to develop cultural sensitivity to work effectively with diverse families and their students with disabilities (mild/moderate disabilities). Teacher candidates explore culture and diversity as they apply to families, educators, and influences on daily activities, identity development, and systems of power and privilege in the educational system. Teacher candidates develop their ability to be culturally responsive, open, and respectful educators. Teacher candidates develop their professional dispositions consistent with family and student centered educational planning, program implementation and community collaboration centered on students with disabilities (mild/moderate; severe/multiple disabilities) and their diverse families.
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3.00 Credits
This course is intended to develop competencies for individual program planning and instructional management. It prepares students to develop strategies to deliver curriculum in inclusive environments through the Individualized Education Program (IEP). The transition components of the IEP will be emphasized to prepare secondary teachers to understand their role in developing goals, planning and selecting options for postsecondary education, employment, and independent living goals for yourh with disabilities.
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3.00 Credits
This course prepares teacher candidates will identify students strengths, needs, preferences, and interests to incorporate into Individualized Education Programs. Teacher candidates will compile the necessary data with the intent of facilitating success in current and future experiences, planning instruction, and implementing supports focused on an inclusive lifespan perspective of students with disabilities. Teacher candidates will learn to develop effective strategies for grade to grade transition practices to support services in the least restrictive environment. Teacher candidates will develop their knowledge of the variety of appropriate K-12 educational environments and supports for students and plan for these based upon current special education laws and regulations and the most effective research-based practices. This course must be taken as a co-requisite with other Professional Bloc II courses.
Prerequisite:
Admission to Advanced Professional Studies Status, successful completion of Professional Block I.
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3.00 Credits
This seminar, taken in conjunction with Student Teaching, is for all teacher candidates in the PK-12 Special Education Certification program. This seminar provides teacher candidates the opportunity to refine their knowledge of evidence-based practices in literacy, mathematics, and the core content areas for students with exceptionalities in grades PK-12 (for example peer-assisted learning strategies, self-regulated strategy instruction, etc.). Teacher candidates will select, implement, and evaluate the success of evidence-based practices through the collection and analysis of student data.
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3.00 Credits
Experimental
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1.00 - 4.00 Credits
For the definition of departmental honors and eligibility, refer to the Special Academic Opportunities section of this catalog.
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1.00 - 3.00 Credits
For further information, see the Special Academic Opportunities section.
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1.00 - 4.00 Credits
For the definition of departmental honors and eligibility, refer to the Special Academic Opportunities section of this catalog.
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