This course focuses on conceptualizing and developing high-quality Individualized Education Programs (IEP's) for students with mild and moderate disabilities. Students will use assessment data from case studies for drafting, revising, and finalizing annual review and three-year re-evaluation IEP's that meet the requirements of state and federal special education legislation.
SPED 280; Recommend Junior/Senior Standing
This course acquaints students with communication, consultation, and collaboration among educators, related service providers, paraprofessionals, and parents; it also introduces students to the instruments and procedures used when identifying and evaluating students with disabilities. Basic test and measurement concepts will be applied to the administering, scoring, and interpreting of commonly used assessment instruments. Communication, consultation, and collaboration among educators, related service providers, paraprofessionals, and parents will be discussed. Course includes a field experience of approximately 10 hours.
SPED 280; Recommend Junior/Senior Standing
This course will emphasize methods and techniques used in instruction for students with learning and/or cognitive disabilities. A review of current research and practices will be provided to provide a perspective of the field for special educators and classroom teachers. Major course topics will include developing goals, systematically designed instruction, adapting curriculum, task analysis, explicit instruction, feedback, generalizing instruction, independent practice, intensive instruction, assistive technology, and classroom design. Added emphasis will be provided on instruction for students with learning and/or cognitive disabilities in reading, mathematics and written language. A field experience of 10 hours will be included.
In this course students will learn evidence-based practices based upon applied behavior analysis for children and youth with autism spectrum disorders (ASD) and emotional/behavioral disorders (EBD). The processes for conducting functional behavior assessments (FBAs) and developing function-based interventions and behavior support plans will be discussed and practiced. Students will be trained in the applications of strategies including differential reinforcement, discrete trial teaching, social stories, and visual support strategies for children with ASD. EBD methods will highlight prevention and intervention, including the importance of establishing relationships, building resilience, and creating encouraging environments. Course includes a field experience of approximately 10 hours.
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project.
Permission of Department Chair