Special Education (SPE)
This course sets the foundational groundwork and knowledge for teacher candidates in learning the science and art of teaching students with exceptionalities. This course addresses the historical perspectives, legal foundations of special education, ethical and professional responsibilities of working with individuals with special needs, and collaborative partnerships. The landmark federal law, IDEA, will be the focus of the course. An overview of services including the IEP, the IFSP, transition planning, and agencies available for students with disabilities, will be covered. Current research on prevalence, characteristics, nature, needs, and causes of disabilities, including specific learning disabilities and autism spectrum disorders (ASD), will be explored. The course covers multiple factors that impact students’ achievement including psychological, educational, communication, motor, cognitive, social development, and linguistic and cultural diversity. This course requires 25 hours of clinical practice with students with disabilities.
This course is designed to provide teacher candidates with advanced knowledge of research-based practices and interventions for teaching literacy and specialized curricular knowledge when working with students with learning disabilities in various settings. Candidates will study curriculum planning, accommodations and modifications, and assistive technology for students with disabilities in inclusive and special education settings. Candidates will learn how to choose appropriate instructional materials and assessments, and design individual educational programs that meet the needs of students with disabilities. Candidates study Response to Intervention (RtI) and researched-based literacy instruction for students with dyslexia and other learning difficulties including reading, writing, literature, listening, speaking, grammar, handwriting, spelling, Mathematics, Science, Social Studies, and print and non-print media.
This course focuses on knowledge, skills, and understanding of assessment of students in general and special education settings. The course will review psychological, academic, and behavior assessment including standardized and functional assessment, use of formal and informal assessment, and data-based decision making to determine special education eligibility. Current legal and ethical issues in assessment will be discussed including participation in state and local assessment programs, appropriate grading and testing accommodations, modifications, functional behavior assessment, behavioral supports, as well as the assessment of students from diverse cultural and linguistic backgrounds. Individualized education programs (IEPs) and transition plans will be examined. This course requires 25 hours of clinical practice with students with disabilities.