Through a blend of theoretical exploration and practical application, teacher candidates delve into the principles, practices, and policies that underpin special education services. Essential topics include legal and ethical considerations, the dynamic relationship between students with disabilities, families, and communities, positive support systems and inclusive practices, IDEA disability characteristics and categories, family engagement, and research-based practices. Each of these is woven together with an emphasis on collaborating with key professionals whose expertise and insights add to a fuller and richer understanding of each student’s strengths and challenges. Teacher-candidates in this course have an opportunity not only to gain insights into the complexities of the special education field but also how to make a meaningful, positive difference in the lives of students with disabilities and their families. 

This course provides a comprehensive exploration of skills and practices needed to develop Individualized Education Programs (IEPs) with a focus on utilizing evidence-based practice, integrating appropriate assistive technology, and implementing effective progressive monitoring techniques. Emphasis is placed on fostering parent involvement, collaborating with all team members, and working with other professionals and paraprofessionals to provide targeted and supportive services. Candidates also study the implications of the legal, judicial, medical, and educational systems in serving students with disabilities and responding to diverse needs. Key components include completing a Child Study Project, which involves initial planning and evaluation, communication and data analysis, identifying and designing individualized IEP instructional strategies and educational supports, and developing transition plans. Throughout this project, candidates engage in reflection, honing their professional practice and ethical perspectives within the context of special education. By the end of the course, candidates have studied the knowledge and skills needed to collaboratively develop effective IEPs that address the unique needs of each student, promote inclusive practices, and facilitate successful transitions.

This course provides a comprehensive overview of special education evaluation and assessment processes with a focus on the pre-referral process, Child Find, and Resource to Intervention (RTI) strategies. Students explore screening techniques and intervention implementation to support students’ diverse needs. Emphasis is placed on understanding the value of multidisciplinary evaluation processes, utilizing unbiased assessment measures. Students are also challenged to consider the impact of various factors on development and learning, such as physical and mental health conditions, effects of medications, gender, socioeconomic status, cultural backgrounds, learning disabilities, emotional and behavioral disorders, developmental cognitive disabilities. During the course, students study how to determine appropriate assessments and assistive technologies as well as the levels of support required and continuum of services. The course underscores the importance of communication and collaboration skills necessary for working effectively with families, other educators, outside agencies, and medical professionals to ensure alignment and support for student needs and growth.

In this course, candidates delve into research-based theories of behavior, laws related to handling behavior issues, and ethical issues related to behavior management. In addition, candidates are challenged to consider throughout the course, how various factors such as disability, gender, familial background, socioeconomic status, culture, and language may impact the interpretation of student behaviors, particularly those with emotional and behavior issues. Included in the course, candidates evaluate school-wide behavior management systems and positive behavior interventions. A central component of the course is the Behavior Management Project. Collaborating with their host teachers in fieldwork settings, candidates analyze individual behavior needs, conduct limited versions of Functional Behavior Assessments and Behavior Intervention Plans, and implement intervention strategies to promote emotional well-being, positive social interactions, and self-determination. Based on the results of the Technical Adequacy Evaluation Tool (TATE), candidates reflect on how they will engage in meaningful ongoing professional development to increase their knowledge and skills in the areas of behavior assessment, management, and intervention.

This course delves into instructional strategies for special education teachers, emphasizing evidence-based approaches and effective methods for enhancing academic skills, social skills, and behavior management across diverse disabilities. Key topics include the relationship of special education to other aspects of the education system, Universal Design for Learning, integrating assistive technology, parent collaboration and teaming with specialists and paraprofessionals. The course offers a comprehensive understanding of how special education intersects with bilingual education, Section 504 accommodations, and diverse education services and service models. Fieldwork experiences are designed to build deeper understanding of effective special education practices as candidates design, implement, and reflect on their own lesson plans and interactions with students.

Admission is considered for adult students who hold a high school diploma or its equivalent. Applicants must also meet one of the following criteria:

• You are 21 years of age or older.
• You are less than 21 years of age with at least 12 quarter college credits.
• You are an active member of the military or a veteran with documentation of service.