EDU 383 Introduction to Learners with Mild Disabilities
Special education teachers need to have a working knowledge of different mild disabilities. This course will provide an introduction to the characteristics of students who are mentally retarded, emotionally disturbed, and learning disabled. This course is designed so that students learn special education terminology, laws, and general practices.
3 credits
EDU 387 Methods of Education for Learners with Emotional Disturbance
Students must be prepared to serve learners with a wide range of needs. This course provides students with content and practice pertinent to learners with emotional disturbance in the school setting. Emphasis will be on preventative intervention, behavior change interventions, and collaboration with regular school personnel. This course is designed with a practicum component to provide the student with observation and application experiences.
2 credits
EDU 388 Methods of Education for Learners with Moderate/Severe Mental Retardation
Teachers who serve students with moderate and severe disabilities must implement specialized teaching practices. This course explores those practices. Students learn about alternative curricula; how to teach students with physical, sensory or other health impairments; and how to evaluate and provide for the long-range needs of learners with retardation. Practicing professionals will share their expertise with students. This course will be combined with classroom and practicum experience.
3 credits
EDU 389 Methods of Education for Learners with Learning Disabilities
Special education teachers need a variety of specific methods to teach the unique needs of the students they serve. This course is designed to examine a variety of methods and approaches to be used in providing education for students with learning disabilities. Emphasis will be on accommodations, modifications, and meta-cognition strategies. This course will be combined with a practicum experience.
3 credits
EDU 392 Transition Issues for Learners with Disabilities
Students must be knowledgeable about strategies and programs for persons with disabilities making a transition from school settings to: (a) employment, (b) post-secondary training or education, or (c) independent living. This course will focus on the critical issues facing persons with disabilities when transitioning from the school setting to full participation in adult society. It emphasizes empowering service providers with the tools and strategies needed to assist students throughout the transition process. Practicum required.
3 credits
EDU 409 Introduction to Integrated Assessment
Special education teachers must be prepared to work on a multi-disciplinary team to develop and write an integrated assessment report. This course is designed to provide an overview of assessment instruments that are used for identifying, placing, and monitoring progress of students with disabilities. Emphasis will be placed on collaborative development of assessment reports and individual education programs.
2 credits
EDU 410 Practicum in Special Education
Teachers must apply best practices within real-life settings.This course allows students to observe and apply content and methods from current and prior course work and provides an experiential base for upcoming courses. Taken concurrently with EDU 387, 388, and 389.
2 credits
EDU 412 Cognitive Behavior Strategies
Teachers of special needs students will be direct service providers and consultants to other teachers, and they must have expertise in behavioral theory and intervention. This course explores the philosophy and applied practice of behavior change. Emphasis will be on direct application and cognitive practices. Students will write individual and group behavior change plans based on case studies.
2 credits
EDU 413 Community/Parent/Teacher/Child
This course develops a working relationship among those concerned with children with disabilities.
2 credits
EDU 414 Introduction to Effective Multi-Disciplinary Education Teams
Educators must be prepared to take leadership roles in team development. They must possess effective interpersonal communication skills as they work in consultant capacities. This course is designed to illustrate that people become true team members when they work interdependently to accomplish a common goal. Attributes of effective teams will be studied. Emphasis is on experiential learning.
2 credits
EDU 415 Integrated Assessment II
Special education teachers must have beginning competence in using assessments for identification of disabilities and monitoring of students' progress. Teacher candidates practice choosing appropriate assessment instruments, administering of standardized and non-standardized instruments, interpreting results, and identifying eligibility/planning instruction based upon interpretations.
2 credits
EDU 425 Special Topics - Special Education
Special education teachers must have expertise in a wide range of current topics. This course explores content and provides practica in areas other than those covered by the regular special education courses. Topics will be chosen based on student interests, needs, and current trends in the field.
1-4 credits
EDU 429 Assistive Technology
Special education teachers must be competent in choosing and using assistive technology to support and enhance educational and life experiences for students with disabilities. Teacher candidates will gain knowledge and skills in assessment, funding, and use of specific, complex technology available for students with disabilities. Teacher candidates will learn to enhance their own productivity through use of general information technologies (e.g., computers, telecommunications, and the Internet) and to share information resources on disabilities, education, independent living, and health and wellness with the community.
2 credits
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