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Special Education
| Course Code |
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| Title |
Continuing Studies Workshop |
| Course Outline |
Course Outline |
| Description |
This is a continuing studies workshop/course focusing on topics in special education. |
| Course Code |
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| Title |
Advanced Assessment in Special Education: Birth - 21 |
| Course Outline |
Course Outline |
| Description |
This course provides an advanced understanding of the special education assessment process as specified by federal and state guidelines. It reviews the formal, informal, screening, and diagnostic assessment tools that are utilized in the academic and developmental evaluation of infants, young children, and youth with disabilities. This course emphasizes the critical role played by the family throughout the assessment process and it prepares students to conduct professional and sensitive disclosure of results. |
| Course Code |
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| Title |
Understanding Research, Research Methods, and Data |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide students with foundational knowledge related to quantitative and qualitative research methods. The focus is on understanding the role of research in practice. The course is practitioner centered in order to help facilitate professionals’ ability to review and critically analyze professional literature. The course provides a broad foundation for developing skills in understanding and utilizing research methods. |
| Course Code |
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| Title |
Classroom and School-wide Positive Behavior Supports |
| Course Outline |
Course Outline |
| Description |
Learners of the course will increase knowledge base, skills, and confidence to work with individuals who exhibit challenging behaviors and/or demonstrate challenging social, emotional and behavioral needs in the classroom. |
| Course Code |
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| Title |
Identifying and Teaching Students with Dyslexia |
| Course Outline |
Course Outline |
| Description |
This course is designed to meet the MN legislative requirements related to teaching students with characteristics of dyslexia. The course will address the following topics: defining dyslexia, the structured literacy approach, additional teaching methods and strategies for students who show characteristics of dyslexia, resources for professionals and parents to meet the needs of students showing characteristics of dyslexia. |
| Course Code |
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| 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 |
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| 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 |
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| Title |
Methods of Developmental Disabilities: Birth-Age 21 |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide the skills and knowledge necessary to competently provide specially designed systematic instruction to students with a broad range of cognitive impairments and deficits in adaptive behavior. “Broad range” means all levels of cognitive impairment, mild-moderate through severe-profound. The course provides in depth coverage of the pedagogy used in planning, including research-based instructional strategies to promote developmental, functional, and academic learning across a continuum of placement settings to improve outcomes for students birth-21 with Developmental Cognitive Disabilities (DCD). Teacher candidates will understand and experience the
process of using relevant assessment data to develop meaningful IEPs leading to effective instruction. Strategies to cultivate and maintain positive, collaborative relationships with children, families, educators, paraprofessionals and related service providers, and the community to support student development and educational progress will be incorporated throughout the course. |
| Course Code |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| Title |
Topics in Special Education |
| Course Outline |
Course Outline |
| Description |
Topical seminar in Special Education; may be repeated when the topic changes. |
| Course Code |
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| Title |
Portfolio (Plan B) |
| Course Outline |
Course Outline |
| Description |
Culmination portfolio for capstone projects. |
| Course Code |
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| Title |
Capstone Project in Special Education |
| Course Outline |
Course Outline |
| Description |
A non-thesis capstone research project. |
| Course Code |
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| Title |
Independent Study |
| Course Outline |
Course Outline |
| Description |
Selected readings and/or research for individual students under faculty supervision. |
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