|
|
Print
Special Education
| Course Code |
|
| Title |
Best Practices in Teaching I |
| Course Outline |
Course Outline |
| Description |
This course is designed especially for special education students to explore foundations of curriculum and become familiar with curricular issues in general education, including standard-based instruction, current educational practices and debates, local and statewide assessments as well as practical applications of technology. |
| Course Code |
|
| Title |
Teaching in Inclusive Environments |
| Course Outline |
Course Outline |
| Description |
This course focuses on current best practices in teaching students with identified needs in inclusive environments. The class places emphasis on the use of technology, assistive technology, lesson planning, and assessment to facilitate success of all students in inclusive settings. Students will develop and expand their knowledge of instructional strategies and lesson planning connected to state and/or Common Core Standards. |
| Course Code |
|
| Title |
IEP Policies and Methods |
| Course Outline |
Course Outline |
| Description |
This course will address key issues regarding the collaborative development of the Individual Education Plan (IEP). The IEP is the cornerstone of services for students identified as having a specific disability in need of special education services. Students will learn best practices for collaborative IEP development and creation. The development of a clearly written document including all parts of the IEP will be drafted and finalized into accurate, sound documents. |
| Course Code |
|
| Title |
Biomedical Aspects |
| Course Outline |
Course Outline |
| Description |
This course is designed to help you understand the medical aspects and terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues, accompany specific physical and health disabilities, specific condition needs, managing personal care, first aid techniques, and evacuation procedures. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Foundations of Early Intervention/ECSE |
| Course Outline |
Course Outline |
| Description |
Examination of the legal history, program models,
and approaches to services for young children with disabilities and their families. Research on the efficacy of early intervention and aspects of family systems is reviewed. Current issues in service provision, teaming, and individual program plans are also included in the course. Details regarding disability-specific characteristics and effective interventions, assistive technology, accommodations & other services are featured. |
| Course Code |
|
| Title |
Assessment in Early Childhood Special Education |
| Course Outline |
Course Outline |
| Description |
Examines assessment instruments and procedures with infants, toddlers, preschoolers with disabilities. Approaches to identification, screening, assessment selection and programming are explored. Prerequisite substitutions require instructor consent. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Fundamental Strategies for Early Intervention and ECSE |
| Course Outline |
Course Outline |
| Description |
This course facilitates the development of effective service coordination and teaching/coaching skills for professionals in Early Intervention and Early Childhood Special Education (EI/ECSE) ages 0-6. An emphasis is placed on using evaluation and assessment information to plan developmentally appropriate individualized programs (IEPs) in the least restrictive environments for young children (3-6) with a variety of disabilities or delays. Importance is placed on activity and play-based intervention and methods for use with children with motor, sensory, health, communication, social-emotional and/or cognitive disabilities within inclusive PreK/K settings. Course content also provides a foundation for coaching parents and other primary caregivers of infants and toddlers with disabilities/delays in natural environments through early intervention services (birth-2). Focus is placed on early childhood atypical and typical development, family-centered care, routines-based intervention in natural environments, criterion-based curriculum for birth-age 2 intervention planning, conducting family-centered home visits, partnering with community services, and coordination and development of Individualized Family Service Plans (IFSPs). |
| Course Code |
|
| Title |
Instructional Strategies: Preschool |
| Course Outline |
Course Outline |
| Description |
The focus of this course will be knowledge and skills required to design and implement individual and group instructional programs for children with special needs from 3-6 years. The development of instructional objectives and systematic teaching strategies in motor, cognitive, social , communication and self-care skills will be emphasized. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Foundation of Reading and Writing Methods |
| Course Outline |
Course Outline |
| Description |
In this first of two literacy intervention courses, candidates will learn pedagogy that supports the development of reading and writing. By knowing and understanding the foundation of literacy & literacy instruction, candidates will begin to explore instructional practices, focusing on developing a holistic framework for teaching. |
| Course Code |
|
| Title |
Survey of Autism Spectrum Disorders |
| Course Outline |
Course Outline |
| Description |
This course is designed to immerse the learner in text, research, and data describing the characteristics and defining qualities of Autism Spectrum Disorder. The significance of early identification and intervention across the five primary autism spectrum disorders will be analyzed. Best practices for intervention including collaboration, communication, and observation strategies will be introduced. |
| Course Code |
|
| Title |
Consultation and Collaboration in Special Education and Human Services |
| Course Outline |
Course Outline |
| Description |
Understanding and development of professional consultation and collaboration skills to initiate and apply appropriate and effective teaming techniques for assessment, intervention, and evaluation via transdisciplinary approaches for special needs students/clients and their caregivers. |
| Course Code |
|
| Title |
Methods of Reading Intervention |
| Course Outline |
Course Outline |
| Description |
Second in a series of two methods courses where candidates will learn and apply knowledge and pedagogy that support the development of reading and writing in children with disabilities. By knowing and understanding the premise of literacy development and intervention, candidates will explore effective instructional, assessment, and intervention practices. |
| Course Code |
|
| Title |
Physical & Health Disabilities |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide you with up-to-date information on the needs of the students in your school who have experienced periods of poor health or physical adversity. This course provides you an understanding of how students' illnesses or disabling conditions affect their everyday lives. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Characteristics of Students with Learning and Behavior Problems |
| Course Outline |
Course Outline |
| Description |
A study of definitions, identification, assessment, characteristics, educational strategies, and program models for children and youth with learning disabilities and/or emotional/behavior disorders. |
| Course Code |
|
| Title |
Functional Curriculum and Assessment |
| Course Outline |
Course Outline |
| Description |
The purpose of this course is to develop an understanding of individuals with developmental disabilities as well as a functional, life-skills orientation to assessment and curriculum that involves both academic and life skills instruction. Students will perform both informal and formal assessment, write an assessment report, and develop curriculum which allows for integration of students with identified cognitive impairments. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Communication Programming for Persons with Severe Disabilities |
| Course Outline |
Course Outline |
| Description |
This course covers issues related to communication program and decision-making models for communication programming for individuals with severe disabilities. The emphasis is on assessing an individual's communication skills, selecting appropriate components for the communication system and planning intervention strategies. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Assessment Strategies |
| Course Outline |
Course Outline |
| Description |
Assessment of scholastic achievement and aptitude, social behavior, and instructional effectiveness through the use of norm referenced individualized test instruments and informal instructor designed procedures. Course includes report writing, establishment of objectives, participation in the development of IEPs, and review of basic statistical and measurement concepts. |
| Course Code |
|
| Title |
Special Education Practicum |
| Course Outline |
Course Outline |
| Description |
Directed practicum experience in special education setting. Students will complete field-based assignments related to special education licensure standards under the direction of university supervisor. Students will also be required to be observed by a cooperating teacher in the field. 120 hours field experience. |
| Course Code |
|
| Title |
Secondary Practicum: Developmental Disabilities |
| Course Outline |
Course Outline |
| Description |
Directed practicum experience in secondary level special education resource room setting. Students will spend approximately 15 hours per week in schools. |
| Course Code |
|
| Title |
Early/Elementary Special Education Practicum |
| Course Outline |
Course Outline |
| Description |
Advanced practicum when adding a Special Education license to an existing teacher license and/or degree in education. Requires application of current MN Board of Teaching standards in licensure specific areas (Early Childhood Special Education (ECSE), Developmental Disabilities (DD), Physical/Health Disabilities (P/HD), Specific Learning Disabilities (SLD), Emotional/Behavioral Disorders (E/BD), and/or Autism Spectrum Disorders (ASD). Candidates must demonstrate proficiency in specific tasks related to each standard to include infants, toddlers and preschoolers and/or K-6 students in elementary Special Education programs. |
|