Special Education (SPED)

. Directed student teaching in general education (5 weeks) and special education (10 weeks). May be taken for credit/no credit only. Not challengeable.

This course focuses on inclusive education in neurodiverse learners. The emphasis is placed on neurodiversity from a strengths-based perspective including IDEA mild to moderate disability categories, traumatic brain injury, orthopedic impairment, autism spectrum disorders, ADHD and dyslexia. Language and communication, social skills, behavior, and processing disorders and their implications for assessment, Individual Education Plans, program planning and case management are discussed. Understanding a range of factors and their influence on learning including the effects of poverty, race, and socioeconomic status, resilience and protective factors. Theories of typical and atypical child development are discussed with implications for applied contexts, including educational, hospital and home settings. The contexts of development, including families, schools, communities, and culture are integrated. Letter grade only. Not challengeable.

This course provides the opportunity for candidates to practice administering literacy assessments and design and deliver individualized interventions. Emphasis is placed on collaborating with other relevant professionals and working with families to promote literacy. This course focuses on emergent literacy for children in grades K-4. Must also register for EDUC 425 in the same term. Letter grade only. Not challengeable.

This course provides the opportunity for candidates to practice administering literacy assessments and design and deliver individualized interventions. Emphasis is placed on collaborating with other relevant professionals and working with families to promote literacy. This course focuses on early adolescent literacy and comprehension for children in grades 4-12. Must also register for EDUC 440 in the same term. Letter grade only. Not challengeable.

Covers curriculum, assessment, and instruction in special education service delivery. Can be taken for letter grade only. Not challengeable.

This course focuses on cross section of theories including social justice and culturally responsive pedagogy, and considers legal and ethical variables relevant to orchestrating learning across PK-12 settings, especially inclusive settings, where individuals with and without individualized education plans (IEPs) are receiving instructional, social, behavioral and transition life-skill services. Candidates will learn and apply positive behavioral interventions and supports (PBIS) and functional behavior analysis (FBA) to understand that all behavior has communicative intent and is open to cultural interpretation, and to develop ways to respond to behavior that are reflective, proactive and supportive towards students' growth. Additional emphasis will include case management, collaboration, and navigating complex educational systems. There will be a strong emphasis on using a strengths-based understanding of neurodiversity and the influence of social and cultural factors on learning. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions. Letter grade only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Each intern teacher will complete a fifteen-week intern teaching assignment each semester under the bi-weekly supervision of a University supervisor and a school-site supervisor. The intern teacher shall remain under supervision until he/she has successfully passed SPED 409: Advanced Supervised Teaching to complete the credential program. May be taken four times for credit. May be taken for credit/no credit only. Not challengeable.

Five weeks of supervised teaching in public schools, complemented by seminars on applicable topics. Students are placed by the University in grades K-8 for multiple subject candidates and grades 7-12 in subject specific areas for single subject candidates. Must be completed in residency at a site approved by the University. Credit/no credit only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 1 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Credit/no credit only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 1 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Credit/No Credit only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 1 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Credit/no credit only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 2 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Letter grade only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 2 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Letter grade only. Not challengeable.

This course is designed to give teacher candidates with a Mild/Moderate Disabilities Credential experience with the updated Teacher Performance Expectations competencies required for the Mild Moderate Support Needs Credential. Candidates will have the opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Candidates will be accountable to the appropriate Teacher Performance Expectations. Letter grade only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 2 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Letter grade only. Not challengeable.

This course is designed to give teacher candidates in the Mild/Moderate and/or Extensive Support Needs Preliminary Education Specialist credential program an opportunity to demonstrate their classroom instructional skills under the direction and supervision of a university supervisor, and a School-Site Support Provider/Master Teacher. Support for completion of EDSP TPA Cycle 2 is provided. Candidates will be accountable to the appropriate Teacher Performance Expectations. Letter grade only. Not challengeable.

This course provides an introduction to a wide variety of skills necessary to be successful in the Master's Program: it is designed to provide an overview of topics in research, academic writing, and professional orientation, as well as an introduction to theoretical foundations in the field of special and inclusive education. Letter grade only. Not challengeable.

This course emphasizes basic knowledge of neurobiology as it pertains to learning variations such as learning disability. Theoretical background, current research and practice are emphasized. Can be taken for letter grade only.

Ethical and legal issues in special education. Legislation pertaining to disabled students--PL-94-142 (now IDEA) and public school practice.

Different educational and psychological strategies for children in understanding of behavior, discipline, and correctiveflict. Self-behavioral analysis, student behavioral analysis, lectures, and activities to gain better techniques in the classroom.

Methods of curriculum implementation and program evaluation. Commercial curriculum materials and teacher-made instructional programs examined.

Theory and practice of transitions in Special Education for mild-moderate special needs learners. Can be taken for letter grade only. Not challengeable.

Theory and methodology regarding emotional and moral maturity and personal confidence. Techniques to help students develop self-awareness, self-acceptance, and self-regulation. Offered infrequently. Credit/No Credit only. Not challengeable

Counseling issues and techniques for the families of exceptional individuals, including individuals with disabilities and those at risk of school failure.

Motor-perceptual and perceptual-cognitive difficulties that interfere with learning; screening, testing, and remedial techniques. Offered infrequently. Credit/no credit only. Not challengeable.

Culminating activity for the master's program. Includes preparation, presentation, discussion, and evaluation of research papers, researched and written by each student. Not challengeable.

Student-designed courses approved by a faculty member. Prior approval of goals, objectives, procedures, and assessment plan as directed in the Independent Study Manual is required. May be taken multiple times with a different topic for credit.