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Course Criteria
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3.00 Credits
This course is designed to prepare graduate-level special education professionals to administer a variety of technically adequate, nonbiased formal and informal assessments to students who require supports and specially designed instruction. Provides an overview of the terminology used in assessment, and theoretical, legal and ethical issues related to assessment, classification, and educational planning in special education. Candidates will develop skills in interpreting a range of standardized and curriculum-based assessment data for making eligibility, program and placement decisions. Candidates will also plan individualized education programs for students with disabilities with diverse back- grounds and participate in parent conferences in related field experiences.
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3.00 Credits
This course is designed to prepare special education professionals to assume leadership roles in collaboration and consultation to build partnerships with professionals, families and paraeducators. Topics will focus on knowledge, skills and dispositions for effective interpersonal communication and problem-solving, and approaches to consulting and co-teaching. Strategies for building family-professional partnerships with regard to the nature and needs of parents and siblings of persons with disabilities will be developed. Research will focus on the empirical bases for effective collaboration and consultation including language and cultural differences in the home and school environments, and the theoretical and legal foundations of parents' rights and responsibilities in special education. Candidates will participate in collaborative experiences in class and in GLTSE 502L Clinical Practicum I: General Curriculum.
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1.00 Credits
This practicum is required for candidates who are extending certification to add the CBP/HD certificate to their current teaching certificate in the M. S. Leading Teacher Program in Special Education. Candidates will demonstrate competence in all areas of the CBP/HD certificate related to serving students with disabilities within the general education curriculum. Requirements for this field experience will be articulated with content of the fall semester courses and must be taken concurrently with GLTSE 502, 503, and 504.
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3.00 Credits
This course is designed to prepare candidates in the design of educational programs for students who require a functional independent living curriculum addressing the skills needed to succeed in inclusive schools and communities. The course focuses on the theoretical foundations, legal and ethical considerations, specific assessment and instructional methods, utilization of assistive technology, inclusion of the education team to support students with moderate and severe disabilities in inclusive settings. Candidates will be prepared to administer alternative assessments and utilize the results to make data-based decisions about the design of curriculum and instruction. Candidates will develop skills in the design of systematic instruction utilizing the principles of Applied Behavioral Analysis for the acquisition, generalization and maintenance of skills for students with moderate to severe disabilities. GLTSE 504L Clinical Practicum I will be taken concurrently with this course.
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1.00 Credits
This practicum is required for candidates who are extending certification to add the CBP/HD certificate to their current teaching certificate in the M. S. Leading Teacher Program in Special Education. Candidates will demonstrate competence in all areas of the CBP/HD certificate related to serving students with disabilities within the general education curriculum. Requirements for this field experience will be articulated with content of the fall semester courses and must be taken concurrently with GLTSE 502, 503, and 504.
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3.00 Credits
This course explores differences in the development of social and emotional learning and skills in children and young adults with behavior challenges through theory, practice and research. The course focuses on foundational issues including social and emotional learning theory, the historical and philosophical underpinnings of behavior disorders, principles of Applied Behavior Analysis, as well as the current research on emotional intelligence and brain-based research as it applies to students with disabilities in the area of behavior challenges. Candidates will demonstrate competencies in the principles of Applied Behavior Analysis, assessment-based intervention/support strategies, and data-driven decision-making. GLTSE 503L Clinical Practicum I will be taken concurrently with this course.
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1.00 Credits
This practicum is required for candidates who are extending certification to add the CBP/HD certificate to their current teaching certificate in the M. S. Leading Teacher Program in Special Education. Candidates will demonstrate competence in all areas of the CBP/HD certificate related to serving students with disabilities within the general education curriculum. Requirements for this field experience will be articulated with content of the fall semester courses and must be taken concurrently with GLTSE 502, 503, and 504.
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3.00 Credits
This course focuses on major transitions within support systems for individuals with disabilities from birth to adulthood. Candidates will be prepared to assess, plan and implement successful transitions using the criterion of the next environment. Topics that will be addressed include self-advocacy, secondary curriculum and instruction, post-secondary quality of life outcomes including employment, living options, recreation and leisure opportunities, adult support structures and the process of entitlement vs. eligibility. GLTSE 505L Clinical Practicum II will be taken concurrently with this course.
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1.00 Credits
This practicum is required for candidates who are extending certification to add the CBP/HD certificate to their current teaching certificate in the M. S. Leading Teacher Program in Special Education. Candidates will demonstrate competence in all areas of the CBP/HD certificate related to serving students with disabilities within the independence curriculum. Requirements for this field experience will be articulated with content of the spring semester courses and must be taken concurrently with GLTSE 505, 506 and one the following: 507,508, or 509. GLTSE 599 M. S. Leading Teacher in Special Education Seminar 1 cr. This seminar is the final performance assessment for all graduate candidates pursuing certification / master's degree in special education. Candidates who have completed their program of study with at least a 3.0 QPA and all field requirements, and passed required Praxis exams will prepare a final portfolio based on the Special Education Candidate Self-Assessment Profile (SECSAP). Candidates will present their SECSAP at a simulated panel interview including faculty and key stakeholders from the Special Education Advisory Council and school administrators.
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3.00 Credits
This course is designed to prepare teachers to include students with physical and multiple disabilities in general education classrooms through collaboration with families, other educators, related service providers, and community agencies. The course focuses on psychological, educational, and medical aspects of persons with physical and multiples disabilities. Topics include assessment, and long-range individualized educational programs, instructional methods, specialized augmentative and alternative communication, and appropriate use of prosthetic devices and adaptive equipments. Research will focus on ethical and legal rights of students with physical and multiples disabilities, professional responsibilities of teachers to design appropriate instructional strategies, and promotion of positive learning results in both general and special curricula. GLTSE 506L Clinical Practicum II will be taken concurrently with this course.
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