Undergraduate Special Education
2021 Fall Term
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DISABILITY, RACE, & ETHNICITY IN SOCIETY
The course addresses the perspectives and social construction of disability in underrepresented groups (e.g., African Americans, Latina). The course focuses on the intersection of political, racial, and cultural context of disability. Particular attention is given to perceptions of access to resources pertaining to underrepresented groups. Strategies to promote access, authentic and more equitable and responsive services are discussed.
INTRODUCTION TO SPECIAL EDUCATION
A survey course designed to familiarize students with the psychological, physiological and educational problems that confront persons with intellectual disabilities, gifts and talents, emotional or behavioral disorders, speech impairments, auditory impairments, visual impairments, and orthopedic and neurological impairments.
CHARACTERISTICS OF AND INTERVENTIONS FOR EBD
The purpose of this course is to provide intervention strategies for working with children with severe emotional/behavioral disorders. Strategies related to AODA, social skills curriculum, abuse/neglect, juvenile corrections, and medication management will be presented. In addition, methods for creating effective program models will be presented.
CHARACTERISTICS AND INTERVENTIONS FOR INTELLECTUAL DISABILITIES
This course is designed to introduce students to the field of intellectual disabilities. Students will be presented with information on the causes and characteristics; eligibility requirements; current cultural and historical views of intellectual disabilities; and social emotional, medical, physical, educational, and life-span considerations for individuals with intellectual disabilities.
CHARACTERISTICS AND INTERVENTIONS FOR LEARNING DISABILITIES
This course provides an examination of the field of learning disabilities. Emphasis on the concept of learning disabilities, etiology, diagnosis, characteristics, teaching strategies, theory, historical influences, and current trends. Eligibility and models of service delivery will also be examined.
INTRODUCTION TO INDIVIDUALIZED DIAGNOSTIC ASSESSMENT OF EEN
A core course providing an overview of educational assessment and diagnosis of those with disabilities. Emphasis is placed upon testing for IEP development, the teaching and implications of the educational evaluation for multidisciplinary team decision making.
CHARACTERISTICS AND METHODS FOR AUTISM AND NEURODIVERSITY
This course offers an overview of characteristics, theory, and teaching applications for students with autism spectrum disorder (ASD) and neurodiverse students. Discussion includes the major theories, teaching approaches, trends, etiological and diagnostic issues, classroom structure and environmental arrangement, research based instructional strategies, and family involvement.
BEHAVIOR MANAGEMENT FOR THE INCLUSIVE CLASSROOMS
The purpose of this course is to provide general strategies to promote effective behavior management in the inclusive educational environment. Focus will be on theories and practices for facilitating successful integration of children with disabilities in the regular education classroom or public school special education programs.
INCLUSIVE METHODS OF INSTRUCTION
This course is designed to help prospective special education teachers in grades K-12 learn to work effectively with students with mild disabilities. Instructional principles and strategies to provide quality instruction to help students become successful learners will be emphasized. Content emphasis includes models of instruction, and methods for delivering instruction including lesson planning and unit planning.
EVIDENCE BASED EARLY INTERVENTION FOR INFANTS AND TODDLERS
This course examines relevant theories and pertinent research pertaining to care of infants and toddlers with special needs within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth to three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting families, and team collaboration styles. Mental health issues related to infants and toddlers are examined in relation to those who provide care to this population.
MEDICAL ASPECTS OF DISABILITY
This course focuses on the study of the medical, physiological, neurological, physical, developmental, and sensory characteristics of persons who experience conditions which impact educational goals and programming. Emphasis areas include the etiology, development, and life experiences of children for whom families and professionals provide individualized care and education. Pre-, peri-, and post-natal conditions affecting human development are discussed.
ADVANCED BEHAVIOR INTERVENTION STRATEGIES
The purpose of this course is to provide special educators with the knowledge and skills to intervene with children with intense patterns of behavior that prevent the student from accessing the general education classroom. Techniques for conducting functional behavior assessments and designing behavior intervention plans will be provided. In addition, legal aspects regarding behavior intervention will be provided.
COLLABORATION FOR EFFECTIVE INSTRUCTION
This course develops student's skills and understanding of the laws pertaining to students with disabilities, writing individualized instructional plans, inclusion, collaboration and school-based team membership, and adaptation and modifications of instruction. Students also develop their personal philosophy of education including beliefs about teachers, students, diversity, community, inclusion, etc. and a profile of their role as a team member through the use of a variety of self-assessment tools and the use of a cooperative learning structure (base teams) for the course.
EDUCATIONAL-DIAGNOSIS AND ASSESSMENT IN LD, E/BD, ID
A course designed to develop advanced diagnostic skills for elementary/secondary students with mild/moderate disabilities (LD, ED, ID). Emphasis is placed upon the assessment of cognitive, academic, developmental and behavioral skills that affect classroom performance. The application of advanced trend analysis and data synthesis techniques for special education placement and program planning is stressed and current issues/trends are discussed.
CURRICULUM AND METHODS FOR INTELLECTUAL DISABILITIES - FUNCTIONAL
This course covers content for persons who will work with individuals who have moderate and/or severe disabilities. It provides methods, strategies and techniques in assessment, curriculum development, program design, instructional strategies, material development, and community transition for the population with moderate disabilities. A major focus is on all aspects of functional programs across home, school, community and vocational environments.
WORKING WITH PARENTS OF EXCEPTIONAL CHILDREN & COMMUNITY AGENCIES
Provides insight into the adjustment problems of individuals with disabilities in the home and school environments. Particular emphasis upon consultation and supportive skills to aid the person and their parents in dealing with school or agency personnel and programs.
PHASE 3 (edTPA Gateway) PORTFOLIO
This course assists undergraduate teacher candidates with development of phase 3/edTPA gateway portfolio. Artifacts are constructed after teacher candidates have completed two field placements. The artifacts demonstrate competencies in the Council for Exceptional Children (CEC) and Wisconsin Teaching Standard (WTS).
LEGAL COMPLIANCE IN SPECIAL EDUCATION
Students will review laws governing the education of students with disabilities, learn specifics of individualized education program compliance and practice program writing and development that meet both the letter and intent of federal and state law. Students will also explore common areas of noncompliance and learn strategies to prevent noncompliance.
CURRICULUM/METHODS/MATERIALS FOR THOSE WITH MULTIPLE DISABILITIES
For persons interested in acquiring specialized techniques and strategies in the care, instruction, programming, and management of individuals with physical, motor, medical, intellectual, communicative and/or behavioral disabilities. Specific information on positioning, physical handling, feeding facilitation, augmentative communication, sensory integration, adaptive switches, medication therapy and life skills development for the person with severe and profound disabilities. Emphasis is on functional skills.
DIRECTED TEACHING/INTERNSHIP PRACTICA AND PHASE 4 SEMINAR
The focus of this course is to support undergraduate and graduate teacher candidates to use formal and informal assessments, apply evidence-based practices in instruction, behavior management, working with families and community agencies in special education, gain first-hand experiences with diverse learners with disabilities, experience the different types and levels of service delivery models in different emphais areas across the special education continuum, and reflect on how, when, and why specific evidence-based practices are implemented in public school and alternative school settings. Teacher candidates will explore respective roles and responsibilities of all student teaching personnel. attention is also given to the recognition and application of skills and activities fundamental to the development of effective teachers. Teacher candidates will complete all special education department requirements including the Educator Teacher Performance Assessment (edTPA), unit plans, an IEP, FBA, and BIP along with online reflection journal submissions.
ACADEMIC INTERVENTION I
The course addresses phonemic awareness, phonics, advanced word reading, and reading fluency for students who struggle to read and have disabilities. Through using research validated strategies in phonemic awareness, decoding, fluency, spelling, and handwriting, the processes and skills children and adolescents use to read fluently are examined as well as similarities and differences in reading instruction in special/general education.
Study of a selected topic or topics under the direction of a faculty member.