400

This course focuses on characteristics, identification, and initial methods of instruction for cross-categorical P-22 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal, and pedagogical implications and issues pertaining to P-22 special education. Candidates develop and implement inclusive, differentiated curricular design, planning and instructional methods for P-22 students with high- and low-incidence disabilities based upon consideration of the impact that disabilities have on how students differ in approaches to learning. Candidates learn how to provide inclusive instructional opportunities and supports adapted to strengths and needs of diverse learners, drawing on knowledge of the discipline, students, community, and curriculum goal(s). Fifteen field hours required. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines developmentally and individually appropriate strategies to foster the social, emotional, cognitive, communicative, and adaptive learning and motor development of young children with special needs in various settings, including the home, school, and community. Curriculum, instructional methods, and materials for teaching young children with special needs are examined. A variety of disabilities are addressed, and topics include compliance with pertinent legislation, team collaboration and practices, IFSPs and IEPs, accommodations and modifications for educating children in the least restrictive environment, individual and family-centered programming, and direct educational and behavioral intervention techniques. Ten hours of observation in an appropriate setting is required. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course provides an overview of screening and assessment of children with special needs. An examination of different kinds of measures, screenings, assessment for eligibility, and ongoing developmental assessment is included. Specific types of assessment instruments used for early intervention and other special education purposes are reviewed and implemented. Through hands-on practice with a variety of tools, students learn procedures and develop strategies for implementing nondiscriminatory assessment, utilizing valid and reliable measures when conducting formative and summative individual and program evaluation. Ten hours in an appropriate setting are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course provides an examination of the historical, philosophical, and legal basis for family participation in education and family-centered services. Students develop techniques for promoting positive, supportive relationships with parents of young children with special needs, including strategies for working with socially, culturally, and linguistically diverse families. Family systems theory is reviewed, as well as family stressors, grief, and coping. Emphasis is placed on models for building effective teams, strategies for facilitating consultation and collaboration among professionals, para-professionals, families, and other agencies, as well as techniques for supporting family strengths, addressing family needs, priorities and concerns, and accessing community resources. Ten field hours are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

In this course, students will be provided with the knowledge and skills necessary to implement recommended, evidence- based practices with young children with autism spectrum disorders and/or developmental delays in an inclusive setting. Etiology, diagnostic procedures, current theoretical approaches to intervention, and research on supporting young children with autism-spectrum disorders and/or developmental delays and their families, will be considered. The characteristics of special needs children are discussed in this course as well, including hearing, vision and speech impairment, emotional, behavioral, or learning disorders and cognitive issues, including brain trauma. Ten field hours are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in cross-categorical P-22 methodology for teaching students with high incidence disabilities who receive special education services. High-incidence disabilities categories: communication disorders (speech and language impairments), specific learning disabilities (including attention deficit hyperactivity disorder [ADHD]), mild/moderate intellectual disabilities, emotional or behavioral disorders, cognitive impairment, certain spectrum of autism. Students will gain an understanding of individual and developmental learning needs, as well as how to support students by differentiating instruction, promoting engagement, and creating inclusive learning environments. Additionally, students will explore real life stories of people with high incidence disabilities to gain various perspectives of family, school, and community support for the social, emotional, and behavioral well-being of students. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in cross-categorical P-22 methodology for teaching students who receive special education services with low incidence disabilities. Low- incidence disabilities categories: blindness, low vision, deafness, hard-of-hearing, deaf-blindness, significant developmental delay, complex health issues, serious physical impairment, multiple disability and certain spectrum of autism. Students will gain an understanding of individual and developmental learning needs, as well as how to support students by differentiating instruction, promoting engagement, and creating inclusive learning environments. Additionally, students will explore real life stories of people with low incidence disabilities to gain various perspectives of family, school, and community levels of support for the social, emotional, and behavioral well-being of students. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course provides an overview of the purposes of engaging in assessment and the examination of different kinds of measures, such as screening, assessment for eligibility, progress monitoring, and ongoing developmental assessment. Specific types of assessment instruments used for intervention and other special education purposes in P-22 are reviewed and implemented, including formal and informal instruments for assessing social, emotional, cognitive, communication, motor skills, family strengths, needs, concerns, priorities, resources, as well as school, home, and community learning environments. Through hands-on practice with a variety of tools, students learn procedures and develop strategies for implementing nondiscriminatory assessment, utilizing valid and reliable measures when conducting formative and summative individual and program evaluation. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course provides an examination of the historical, philosophical, and legal basis for school and family collaboration for students with disabilities in grades P-22. Candidates develop techniques for promoting positive, supportive relationships within their school community. Candidates will explore equity, advocacy, ethical guidelines, structures, and special education processes in school communities for children with disabilities. Emphasis is placed on models for building effective teams and strategies for facilitating collaboration among professionals, paraprofessionals, and other agencies. Candidates will develop strategies for working with socially, culturally, and linguistically diverse families; supporting family strengths; addressing family needs, priorities and concerns; and accessing community resources. Candidates will learn about the social-emotional support needed in disability communities by promoting engagement and exploring how to create and facilitate inclusive learning environments. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours