Colleges and Schools
Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional-learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective. The course also examines current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the endorsement candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents and agencies.
EDUC 6692 Individualizing Education for Learners With Disabilities (3 sem. cr.)
All learners possess unique characteristics, interests, and abilities. Special education teachers are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion—and the collaboration skills necessary for its effectiveness. There follows investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA 2004) as they affect learning and teaching. Finally, research and practice of effective subject area instructional strategies results in accommodations and modifications for special needs. The primary construct for this course promotes effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.
EDUC 6693 Current Issues in Assessment and Intervention (3 sem. cr.)
Gathering and interpreting assessment information to inform curriculum strategies and/or intervention techniques/resources promotes maximum achievement for all learners, especially those who have learning disabilities (LD) or emotional/behavioral disorders (EBD). Key topics presented in this course include problem-solving models and response to intervention (RTI) approaches, as well as laws related to eligibility, ethics and parents’ rights, standardized and informal assessments, and data analysis. Upon completion of this course, endorsement candidates will have the skills to write an Individualized Educational Program based on diagnostic tools. Guided field experience allows the endorsement candidate to interview experienced teachers about current issues and practices in assessment and intervention.
EDUC 6694 Reading and Writing Instruction for Learners With Exceptionalities (3 sem. cr.)
This course is dedicated to teaching core understandings, instructional strategies, and assessment in the area of reading and writing instruction for learners with exceptionalities. Through this course the endorsement candidate is introduced to formal and informal diagnostic tools to identify students experiencing reading difficulties. Research-based intervention programs and teacher effectiveness are discussed. The course also provides guidelines for communicating with parents and the school community regarding students’ reading difficulties and explores the interface of technology and literacy instruction. Endorsement candidates are provided opportunities to explore resources, technology, research, and practices that facilitate specific skill development in their future students. Strategies are also presented that support enjoyment of reading and writing for students with diverse and challenging learning needs.
EDUC 6695 Planning Positive Behavior Support Strategies (3 sem. cr.)
Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education endorsement candidate develops practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.
Emotional/Behavioral Disorders (K–12)
EDUC 6696 Instructional Strategies for Students With Emotional/Behavioral Disorders (3 sem. cr.)
This course provides an overview of research-validated academic and behavioral strategies demonstrated to be effective for students with emotional/behavioral disorders (EBD). The special education endorsement candidate examines specific content areas and the means for integrating strategies across the disciplines. As candidates continue to synthesize and develop material and experience from previous coursework (e.g., IEP Case Study, Classroom Management Plan), they will be expected to apply skills developed in this course to construct appropriate activities for the Collaborative Lesson Plan.
EDUC 6701 Clinical Practicum: Special Education: Emotional/Behavioral Disorders (3 sem. cr.)
The Clinical Practicum is the culminating experience in the endorsement program and is the opportunity to apply knowledge and skills as well as demonstrate required competencies. During the Clinical Practicum, candidates gradually assume complete teaching responsibility of the classroom. The Clinical Practicum provides endorsement candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During the Clinical Practicum, endorsement candidates work closely with and are evaluated by their university supervisor and classroom cooperating teacher.
Learning Disabilities (K–12)
EDUC 6697 Instructional Strategies for Students With Learning Disabilities (3 sem. cr.)
Students with learning disabilities (LD) tend to have deficits in four main areas: working memory, strategy knowledge, vocabulary knowledge, and language coding. Deficits in these areas affect learning across the curriculum. Instruction for students with LD needs to support learning in ways that enhance and strengthen their abilities. Specialized instruction for students with LD should be individualized and responsive to student progress. Therefore, assessment is an integral part of the instructional process, and is used to determine present levels of performance, set annual goals, and continually monitor individual progress relative to these goals. In this course, endorsement candidates become familiar with the characteristics of students with LD, learn instructional methods to support student learning, develop and design appropriate accommodations, and learn specific strategies for teaching in math, literacy, and across the content areas.
EDUC 6700 Clinical Practicum: Special Education: Learning Disabilities (3 sem. cr.)
The Clinical Practicum is the culminating experience in the endorsement program and is the opportunity to apply knowledge and skills as well as demonstrate required competencies. During the Clinical Practicum, candidates gradually assume complete teaching responsibility of the classroom. The Clinical Practicum provides endorsement candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During the Clinical Practicum, endorsement candidates work closely with and are evaluated by their university supervisor and classroom cooperating teacher.
Optional M.S. in Education With a Specialization in Special Education
EDUC 6640 Designing Curriculum, Instruction, and Assessment (3 sem. cr.)
This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning is emphasized. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment, as well as effective approaches to grading and reporting, are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.
EDUC 6653 Introduction to Educational Research (3 sem. cr.)
This course is designed to provide students with an introduction to the basic fundamentals and principles of research. The research process is explored with the underlying assumption that educational research can improve classroom practice. Course participants are expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; critiquing and evaluating research; and compliance with ethical responsibilities of the researcher.
EDUC 6650 Enhancing Learning Through Linguistic and Cultural Diversity (3 sem. cr.)
This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities that diversity affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored.
EDUC 6657 Creating an Effective Classroom Learning Environment (3 sem. cr.)
This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.
