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Course Criteria
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4.00 Credits
4 semester hours This course provides an overview of all aspects of special education and how service is provided by the public schools. Therefore, the course introduces the categories of disabilities the public schools use to define students with disabilities, the process by which the schools identify those students and their needs, the range of services that are provided by the school system to meet special needs, and how information is related to students and families. The various roles and responsibilities, and how they might interface with other professionals in the school and community, will also be discussed. This course requires an immersion component in the public schools. No prerequisites.
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4.00 Credits
4 semester hours The focus of this course will be on the defining characteristics of disability classifications in common use in the schools (learning disabilities, cognitive issues such as mental retardation and traumatic brain injury, autism, emotional disorders, and physical disabilities/other health impaired), including discussion of subtypes within disability groupings that have been suggested by research, educational, or clinical practice. Definition of exceptionality and incidence rates and how they vary by state or urban/suburban/rural area will be considered. Historical perspective will be given regarding major national education laws, including IDEA and the most recent reauthorization. Discussion will center on how these laws have been interpreted and how this impacts the service provision in the schools, both for students who receive accommodations (504 Plans) and for those who receive services from a variety of school professionals. The special education referral process will be studied, delineating how and when either a 504 Plan or an Individual Education Plan might be established. Also, state level legislation that has influenced identification and placement will also be discussed. Ethical and legal issues related to issues such as confidentiality or the reporting of suspected abuse will also be considered. Includes 15 hours of observation centering on the legal aspects of the special education process. No prerequisites.
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2.00 Credits
2 semester hours This course will address research and theories related to typical cognitive development and learning and disorders associated with the cognitive processes, ranging from constructivist research to information processing and brain imaging. An historical perspective will also be provided. Additionally, contrasts will be drawn between the impact on various types of processing strengths and weaknesses, such as auditory or other sensory processing and memory (both working memory and long termmemory), and how theymight impact learning and behavior, as well as remedial efforts for differing disabilities, such as learning disabilities, mental retardation, or acquired disorders (traumatic brain injury). Task analyses focusing on receptive/expressive (input/output), visual/auditory, and verbal/nonverbal aspects of cognitive tasks will be undertaken for students ranging from primary to high school. The development of more metacognitive tasks, such the ability to monitor behavior, actively solve problems, and use study skills, will also be discussed, particularly for the middle and high school years. Includes a minimum of four hours of observation focusing on the differential impact of cognitive disorders above. No prerequisites.
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3.00 Credits
3 semester hours This course will cover both the current theories of social-emotional development and the disorders for the school-aged years and adolescence, with some discussion of life-span issues. Focus will be placed on identification/assessment and intervention of social deficits as they impact the schools. Discussion will focus on developing prosocial behavior, thereby facilitating involvement in the least restrictive environment, and how intervention may be adjusted based on needs of students with varying disabilities. Social behavior will be viewed broadly, ranging from the individuals self-perceptions such as self-esteem and self-determination, to his or her ability to engage socially not only in the school but in the family and community. Particular focus will be placed on time-management and self-advocacy for the middle and high school years. Moreover, research regarding the impact on behavior of preconceptions held by teachers and others regarding the students will be studied. Finally,medical, psychological, or related service interventions will be discussed and how the schools collaborate with these professional groups. This is a writing intensive course for the university. As such, candidates will be introduced to basic qualitative and quantitative methodology and how primary research should be evaluated. Candidates will generate a brief survey of the literature in some area related to prosocial behavior and will propose an action research project. No prerequisites. Writing intensive course.
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2.00 Credits
2 semester hours The focus of this course will be on how various social institutions, particularly the school and family, may define disability and how this may impact collaboration and communication in regard to service provision in special education. Research regarding how identification and service delivery, as well as the student's learning, may be impacted by issues of diversity, including disability, ethnicity/culture, socioeconomic level, language/linguistics/dialects, and gender, will be studied. The potential for bias during assessment and/or instruction and the potential impact on learning will be investigated. Moreover, how these issues are reflected in family systems and identity and how differences might lead to misconceptions or misunderstandings will be discussed. Finally, how strategies to support identity formation and retention can be incorporated into lesson plans or classroom activities will be addressed. Includes four hours observation/discussion with teachers/ families in the schools/community. No prerequisites.
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3.00 Credits
3 semester hours The normal course of oral and nonverbal language development will be contrasted with atypical development, with a focus on the P-12 period. Aspects of language development and techniques for treatment will cover issues related to phonological awareness, morphology, syntax, semantics, and pragmatics; additionally, consideration will be given to how the impact of these aspects of language changes through the middle and high school years, both in the school and the community. Further study of the utility and practice of standardized tests specific to oral language development will be undertaken. Additionally, candidates will learn to conduct informal language analyses of school-aged (P-12) students in order to identify oral language weaknesses. Remedial techniques and potential accommodations, based on identified difficulties, will be an additional focus. Specific focus will be given to communication intervention for some cognitive disorders, such as autism, including alternative and augmentative communica- tion. The use of sign language and second language acquisition, and how diagnosis and service provision can overlap, will also be discussed. Finally, software technology in common use will be learned, with requirements to integrate the use of software and other interventions into lesson plans. Includes a minimum of 10 hours of informal assessment and observation. No prerequisites.
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3.00 Credits
3 semester hours This course focuses on behavioral interventions for more challenging behaviors and how issues may change from the elementary to high school years. Environmentalmodifications, techniques of non-aversive behavioral control andmethods to maintain attention, and effective reinforcement techniques will be taught. Techniques such as problem solving, crisis prevention, and conflict resolution, also potentially used to develop prosocial behavior, will be extending in this class to deal with more significant behavior problems, including issues such as selfstimulation and self-abuse. Issues related to the law and the range of service provision outside the school, such as residential placements, will be discussed in relation to challenging behaviors and how the schools collaborate with external professional groups. Includes a minimum of 10 hours of observation, comparing interventions that develop prosocial behaviors and those designed to intervene with problematic behaviors. No prerequisites.
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3.00 Credits
3 semester hours This course will focus on intervention techniques, adaptations, and assistive technology for students with more significant disabilities, including mental retardation, traumatic brain injury, orthopedic impairments, more significant autism, and other health impaired. Typical and atypical motor development will be addressed. Functional adaptation of curriculum will be stressed, as well as resources available in the community. Study will span the needs of students in relation to life skills, recreation/leisure, community, and career/vocational issues and the development of goals and interventions tomeet those needs. Specific life skills addressed will include toileting, eating, dressing, grooming, mobility, positioning, and transfers. Includes a minimum of 10 hours of school observation. No prerequisites.
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4.00 Credits
4 semester hours The procedures for formal assessment of the issues underlying learning, academic performance, psychosocial behavior, and vocational skills for the P-12 grades will be examined. Issues related to cognitive development, in regards to intelligence or processing (e.g., memory, speed of processing), and testing will be discussed. Nonbiased assessment practices and modification or adaptations for mode of response will be addressed. Candidates will practice administration, scoring, and interpretation of the results of standardized tests in common use in the schools. Case studies will be used to understand the process of differential diagnosis, including interviews, functional assessment of behavior, and assessment of the learning environment; and oral and written dissemination of results that include planning for instruction based on interpreted results. Moreover, curriculumbased assessment and portfolio assessment will be investigated. Readings will focus on research of the possible limitations of formal and informal testing-that is, the relative efficacy of the differing diagnostic approaches, including response to intervention, and how they might facilitate service provision. A lab fee will be charged. Includes a minimum of 15 hours of assessment. Prerequisite: Admission to the College of Education and Special EducationMajor.
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2.00 Credits
2 semester hours The development of mathematical and science knowledge and reasoning will be studied in conjunction with disorders of these domains. Candidates will learn to assess and remediate weaknesses in both physical, biological, and social sciences and math, including the use of manipulatives and software technology. Strategy instruction as applied to the sciences will be a focus for middle and high school levels, as well as common accommodations. The development of lesson plans to deal with difficulties that may be encountered in topics such as estimation, mental mathematics, measurement, algebra, geometry, patterns, and problem solving in mathematics; the inquiry process, experimentation, and safety in science; and integration and interrelatedness of areas within the social sciences will be covered. For all domains, the importance of utilizing authentic activities that take into account issues of diversity and facilitate the student integrating academic skills to the spheres of family, community, vocation, and recreation will be stressed. Includes a minimum of four hours working with students. Prerequisite: Admission to the College of Education and Special Education Major. EDU3360 (or upper level mathematics methods course); may be taken concurrently.
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