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Course Criteria
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3.00 Credits
Candidates will learn to select and implement informal and formal assessment tools, strategies, and procedures for students who are at risk. Candidates will learn to select and implement informal and formal assessment tools, strategies, and procedures. Candidates will study how to interpret and use assessment results to make data-based decisions regarding student performance, instruction, curriculum modifications, and placement. Candidates will also learn effective approaches for communicating assessment results to parents, other professionals, and school personnel. (Fall/Spring).
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3.00 Credits
Study of changing challenging classroom behaviors both academic and social. Assessment and analysis of the functional behavior assessment (FBA) and the development of a behavior improvement plan (BIP) which includes the indentification of antecedent and consequent events. Understand why challenging behavior may occur and long-term strategies to reduce and teach positive alternatives. Provide contextual supports necessary for successful outcomes. Proactive and reactive strategies appropriate for Birth - Grade 6. Skills generalization such as internal locus of control, self-reinforcement impulse control, and adaptive behavior in school and other settings will be developed. (Fall/Spring).
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6.00 Credits
Practicum stresses assessing children's instructional needs. Students will focus on developing and delivering appropriate lesson plans, designing curriculum, and delivering and evaluating instruction for learners with disabilities in school environments. (Fall/Spring). Prerequisite: EDS536.
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3.00 Credits
Overview of the field of special education, past and present. Emphasis on the characteristics and needs of children and youth with exceptionalities. Study of significant litigation and legislation. Delineation of program options for students and teaching roles for special educators. Examination of the theoretical bases for educational practice. Exploration of the socio-cultural aspects of mild disabilities. Contemporary issues and controversies. (Spring, Summer, & Fall).
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3.00 Credits
An in-depth look at the philosophy, intervention strategies, service delivery approaches, and professional development for early intervention. Practices and policies appropriate to the needs of infants and preschool children with disabilities and/or "at risk" are addressed. (Spring & Fall).
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3.00 Credits
Exploration of the complexities of the field of learning disabilities; study of the sociological, psychological, educational, vocational, familial, and societal aspects of this exceptional condition; study of the precursors of specific learning disabilities and clinical teaching practices. (Spring & Fall).
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3.00 Credits
Introduction to the history, philosophy, causation, and service delivery models related to the education/habilitation of individuals with developmental disabilities. Teacher candidates will use reflective and critical thinking to examine the legal issues, ethical practices, and rights of individuals with disabilities. (Spring & Fall).
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3.00 Credits
Historical, etiological, societal and psychological nature of behavior disorders, current therapeutic and educational interventions. Emphasis on multidisciplinary approaches. Problems in the analysis, interpretation and treatment of disordered behavior will be evaluated. (Spring & Fall).
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3.00 Credits
An indepth examination of litigation, and educational law (state and federal) that pertain to persons with disabilities. Introduction into the philosophical and historical legacy of advocacy for and by persons with disabilities. Development of skills and techniques required to become an educational advocate for infants, children, and young adults. Topics of discussion focus on defining disabilities, group process, communication skills, assertiveness. (Spring).
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3.00 Credits
Descriptions, definitions, and methods of identifying pervasive disorders (Autism, Asperger Syndrome, Childhood Disintegrative Disorder, Rett Syndrome, PDD-NOS, Fragile X Syndrome, Landau-Kleffner Syndrome, Williams Syndrome, Phelan-McDermid Syndrome, and Multiplex Developmental Disorder). The symptoms and assessment instruments or techniques available to alert parents and providers to seek further evaluation by a child study team of the local school district and a developmental pediatrician. Local, state, and national resources for parents and professional. Current research and debate associated with the perceived causes of the disorders. (Fall). Prerequisite: EDS511 or POI.
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