|
|
Print
Special Education
| Course Code |
|
| Title |
Educational Interventions: Emotional/Behavioral Disorders |
| Course Outline |
Course Outline |
| Description |
Program design, intervention techniques, and management strategies for student with Emotional/Behavioral Disorders. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Legal/Social Foundations of Special Education |
| Course Outline |
Course Outline |
| Description |
This course overviews the educational sociological, legal, and historical frameworks of special education services within the context of public school systems. It includes research on the efficacy of special education; national and state reform and renewal efforts in general and environmental professional preparation, litigation and legislation, and best practices in curriculum for all learners. Issues related to families in a changing educational system are also addressed. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Special Problems |
| Course Outline |
Course Outline |
| Description |
Directed field experience, reading, or research in special education. May be repeated up to 6 credits. |
| Course Code |
|
| Title |
Topics in Special Education |
| Course Outline |
Course Outline |
| Description |
Advanced treatment of selected topics. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Single Subject and Small Group Research Designs |
| Course Outline |
Course Outline |
| Description |
Introduction to research on single subjects and small groups, with application to problems in education and related areas. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Research and Applications in Behavior Analysis |
| Course Outline |
Course Outline |
| Description |
Advanced instruction on the scientific foundation of applied behavior analysis with an emphasis on research-based application of learning theory applied to teaching and management of challenging behavior. |
| Course Code |
|
| Title |
Inclusive Teaching Practices |
| Course Outline |
Course Outline |
| Description |
Learners in this course will explore effective inclusive practices including the use of technology and assistive technology when planning for diverse classrooms. Learners will also utilize grade level standards and student data to plan instruction, create individualized plans and promote classroom environments that foster student growth. |
| Course Code |
|
| Title |
Perspectives and Policies in Special Education |
| Course Outline |
Course Outline |
| Description |
This course is designed for graduate students, especially those in School Psychology, and Speech, Language and Hearing, and Special Education. Historical, legal, social and political frameworks for special education within schools and communities will be examined. Emphasis will be on the relationship between special and general education, inclusionary practices, family-focused interventions and collaborative teaming. |
| Course Code |
|
| Title |
ECSE Program Effectiveness |
| Course Outline |
Course Outline |
| Description |
Accountability is a critical factor in Early Childhood Special Education (ECSE). ECSE teachers must be able to demonstrate children's growth as well as demonstrate program effectiveness. This course will focus on discovering supports that are needed for a child to learn and the requirements for on-going assessment within a responsive curriculum. Linking assessment with intervention will be explored through Response-to-Intervention and Curriculum-Based Assessment, among other assessment procedures. |
| Course Code |
|
| Title |
Theory and Process of Consultation and Collaboration |
| Course Outline |
Course Outline |
| Description |
This course offers applied training in advanced practical aspects of professional consultation, collaboration, conflict resolution and crisis preparedness. Theories of conflict resolution and consultation will be addressed as well. This course takes a transdisciplinary approach using case studies and professional reflection for increased efficacy in assessment, intervention, and evaluation of special needs and at-risk students/clients and their caregivers. This class includes online discussion, electronically submitted assignments, independent reading, online group presentations, and weekly reflections of course materials and readings. |
| Course Code |
|
| Title |
Graduate Licensure Practicum: LD |
| Course Outline |
Course Outline |
| Description |
This graduate field experience is required for completion of the Learning Disabilities license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with learning disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While they may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours. |
| Course Code |
|
| Title |
Graduate Licensure Practicum: EBD |
| Course Outline |
Course Outline |
| Description |
This graduate field experience is required for completion of the Emotional Behavior Disorders license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with emotional behavior disorders. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours. |
| Course Code |
|
| Title |
Graduate Licensure Practicum: DD |
| Course Outline |
Course Outline |
| Description |
This graduate field experience is required for completion of the Developmental Disabilities license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with Developmental Cognitive Disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours. |
| Course Code |
|
| Title |
Graduate Licensure Practicum: ECSE |
| Course Outline |
Course Outline |
| Description |
This graduate field experience is required for completion of the Early Childhood Special Education license. During this field experience students are required to complete 120 hours where the majority of time is directly engaged with students with learning disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours. |
| Course Code |
|
| Title |
Graduate Licensure Practicum: Infant/Toddler |
| Course Outline |
Course Outline |
| Description |
This graduate field experience is one of two field experiences students will complete to meet the requirements for the ECSE license. This practicum requires students to complete 120 hours in an early intervention/0-3 placement. The majority of time should involve direct engagement with learners with disabilities, however, students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, discussions as part of the 120 hours, time for developing the written assignments are not to be counted towards the 120 hours. |
| Course Code |
|
| Title |
Graduate Licensure Practicum: PH/D |
| Course Outline |
Course Outline |
| Description |
This graduate field experience is required for completion of the Physical/Health Disabilities license. During this field experience students are required to complete 120 hours where the majority of time is spent with a teacher licensed in Physical/Health Disabilities. Students will also be required to complete assignments based on the MN Board of Teaching Standards. While students may engage in observations, record reviews, consultations as part of the 120 hours, time for developing the written assignments are not to be counted towards these hours. |
| Course Code |
|
| Title |
Transitional/Career Education for Secondary Students |
| Course Outline |
Course Outline |
| Description |
This course is designed to be an advanced study of transition/career education curriculum and planning for secondary students with disabilities. Students develop the ability to interpret and evaluate transitional assessment and planning in relation to state and federal mandates. An understanding of the relationship of career development theory and transition is infused across the content. Post-secondary service options, funding sources, cooperative programming(interagency) and evaluate quality transition programming are explored. |
| Course Code |
|
| Title |
Advanced Practicum in Special Education |
| Course Outline |
Course Outline |
| Description |
Advanced practicum experience in indicated area of special education, includes assessment, formulation of treatment program, and supervision of others. 100-200 hours field experience. Prerequisite substitutions require instructor consent. |
| Course Code |
|
| Title |
Topics in Special Education |
| Course Outline |
Course Outline |
| Description |
Topical seminar in Special Education; may be repeated when the topic changes. |
| Course Code |
|
| Title |
Portfolio (Plan B) |
| Course Outline |
Course Outline |
| Description |
Culmination portfolio for capstone projects. |
|