This course is designed to introduce students to research in special education. Course participants will be able to critically evaluate research studies and develop research proposals that can be carried out in schools and other professional settings. The course will aid professionals in their ability to locate research studies, interpret and understand research studies, and to decipher their symbols and terminology. In addition, the course will enable participants to design research studies, including finding and using literature in their educational field, writing an introduction and state a purpose for a study, identifying research questions and hypotheses, stating the significance of a study, and developing advanced methods and procedures for data collection and analysis. The course will focus on the two predominant approaches used by most researchers: quantitative and qualitative.
This course presents models for collaborating with families, paraprofessionals, related service providers, and other professionals to support individuals with disabilities across the life span. Emphasis on family systems, teaming, and consultation. Includes focus on the collaborative creation of safe, inclusive, culturally responsive learning environments and making team- and assessment-based decisions for engaging individuals with exceptionalities in meaningful learning activities and social interactions.
This course provides a review of the most significant federal and state laws governing the education of students with disabilities; and applicable standards of professional ethics. Emphasis is also placed on understanding administrative regulations and policies as well as case law related to the provision of special education supports and services. Student will examine rights and responsibilities of students with disabilities as well as principles for effective advocacy.
This course equips educators to explore child development in various domains (i.e., motor/physical, social and emotional, language/communication, and cognitive) for young children (prenatal – primary grades) with a range of ability levels. Particular emphases will be placed on examining theories of development, and how those theories apply to young children with differing ability levels in the assessment and intervention process.
This course provides information for professionals to understand the legal basis for and requirements related to providing early childhood supports and services to young children with disabilities and their families. Topics include federal and state rules, guidelines and regulations, service delivery components and practices, current trends and issues, and professional and ethical guidelines and considerations.
This course presents program models, instructional methods, and curricula in early childhood special education. Emphases are on developmentally appropriate practice, supporting transitions, methods for collaboration, and development of meaningful learning progressions for young children with disabilities. Coaching strategies to support families in implementing routine-based interventions are also explored.
This course is designed to prepare early childhood educators to use multiple methods of assessment and data-sources to guide educational decisions for young children with disabilities. Emphasis is on observing, recording, assessing, and interpreting behavior and interactions among children and families, as well as using assessments to work toward quality learning and performance.
This course on classroom and behavior management is based on the principles and procedures of applied behavior analysis. Emphasis is on the impact of language delays and disabilities on behavior, as well as implementing and evaluating proactive strategies that promote learning and pro-social behavior and reduce challenging behavior.
This course is designed to prepare teachers to administer, score, and interpret standardized educational instruments; use standardized assessments to make eligibility, placement, and program decisions for students with disabilities; and develop and use formative educational and adaptive behavioral assessments to make data-based instructional decisions. Students will be expected to generate an assessment report based on assessment results.
This course focuses on effective teaching for students with or at risk for disabilities in general education settings, spanning grades K-12. Emphasis is placed on research-based instructional methods for effective instruction of math, reading, and other academic content areas; as well as methods for effective behavioral supports and interventions. Integration of national, state, and local curricula standards will also be addressed.
In this course, the student will plan and complete a substantial research synthesis project under the direction of a graduate faculty mentor. The project allows students to conduct an in depth study of a topic of professional interest related to the selected area of concentration in the Master of Education in Special Education program. The project allows students to integrate the theory and perspectives gained in previous courses. As the culminating project for the program, the final product should demonstrate the student’s competence in conducting an extensive research review, writing professionally, and applying theory to future practice.
This course will help you become a successful teacher and manager of an inclusive classroom. In this course, you will learn legislation/federal mandates that support the inclusion model. Additionally, you will learn about impacts of inclusive educations on students with and without disabilities, the importance of learner variability and the role of assessment and data in planning instruction in an inclusive classroom. You will increase your understanding of accommodations, modifications and assistive technology, and you will learn about the role of the paraprofessional in the inclusive classroom. You will explore the social, emotional and academic components of an inclusive classroom and learn how to provide an accepting, inclusive classroom that allows each student to reach their full potential. Finally, you will have the opportunity to reflect on research, assumptions and insights and plan for implementation of ideas that support inclusive learning like co-teaching and Universal Design for Learning (UDL.)
Co-teaching has increasingly become more popular as education moves to more collaborative models of instruction. This course will help participants reflect on what they can bring to a co-teaching framework and on aspects of co-teaching that are essential for co-teaching partnerships to succeed. Participants will learn the different models of co-teaching, how to co-teach with a specialist, and how to apply specific strategies to foster learning in a collaborative environment. Participants will build knowledge about benefits and challenges associated with co-teaching and about the importance of collaboration. Those who take this course will also have an opportunity to find, develop and use resources related to co-teaching. Appropriate for grade levels K-12.
In this engaging course, participants will learn the basics of transition to adulthood for students with disabilities including employment, post-secondary education and independent living. This course discusses demographics, social policies, and school and post-school factors that predict successful transitions for individuals with disabilities. The course focuses on instructional practices that promote self-determination, self-management, and self-advocacy. Collaborative transition models, supported employment, independent and supported living, postsecondary education/training, and community-based instruction are also emphasized, as are service-delivery issues related to diverse populations. Participants will learn how to use assessment to plan and how to involve students and families in this process. This course will help educators create successful, exciting opportunities for transition aged students.
In this course, you will learn how to help your students overcome the impact of adverse experiences as you develop trauma-informed teaching strategies. Beginning with brain research, discover the effect trauma has on students' emotional and academic development. Explore the foundations of trauma-sensitive teaching, including an emphasis on safety, relationships, and resiliency. This course also provides a thought-provoking look at the importance of self-care for educators working with students impacted by trauma.
This course combines the powerful processes and strategies of Universal Design for Learning (UDL) with lesson planning to ensure educators are meeting the needs of EACH learner. Using an extremely applicable text, videos and relevant applications, the course provides an overview of UDL guidelines. Additionally, teachers will learn new strategies for goal setting and assessment. Educators will be able to increase engagement, infuse lessons with multiple means of content representation, and choose materials and media to enhance their teaching. Participants will learn the role of neuroscience in the components of UDL and lesson planning. Also, those taking this course will discover how to arrange or rearrange teaching and learning spaces to fit within the UDL framework. Teachers will reflect on strategies to ensure professional growth and an increase in student achievement. This course will provide the tools needed to meet the ever changing variability of learners in our classrooms and schools beyond differentiation.
Created for early childhood education professionals, this course is filled with strategies designed to assess challenging behaviors, as well as ways to address those behaviors and to plan appropriate interventions, curriculum and teaching practices.