| Course Number | Title | Credits | |
| All the following courses: | |||
| CSD | 333* | Oral Language Development | 3 |
| Development of receptive and expressive aspects of child language. | |||
| CEP | 301 | Literacy Instruction for Students with Mild Impairments (Spring Semester) |
3 |
| Role of social context and sociocultural background in learning. Natural and socially constructed differences among learners. Relationship among subject-specific knowledge, teaching and learning that subject, and the institutional and communal context. Multiple literacies. | |||
| CEP | 449 | Behavior Management in Special Education (Spring Semester) |
3 |
| Management practices for behavior problems and disorders. Applied behavior analysis, social skills acquisition through cooperative learning and cooperative discipline. Focus on problem-solving and peer collaboration. | |||
| CEP | 451 | Models of Special Education Administration and Services (Fall Semester) | 3 |
| Application of theory and research to special education program design and implementation. | |||
| CEP | 452 | Students with Disabilities in the Regular Classroom (Fall Semester) |
3 |
| Problems and issues in educating children with disabilities in the least restrictive environment. Legal, attitudinal, and practical factors which influence teachers and students. | |||
| PSY | 101 | Introduction to Psychology | 4 |
| Mind and behavior from biological, individual, and social perspectives. Scientific and professional aspects of psychology. | |||
| . | |||
| The following requirements for the Elementary Teacher Certification/Special Education Internship Year Studies Program: | |||
| TE | 501 | Internship in Teaching Diverse Learners I | 6 |
| Directed and evaluated internship in heterogeneous classrooms. Teaching worthwhile content to students with varied learning needs. Theoretical and field-based explorations of common teaching dilemmas. | |||
| CEP | 502A | Internship in Teaching Diverse Learners II: Learning Disabilities | 6 |
| Internship in heterogeneous classrooms. Increased emphasis on independent teaching. Teaching students with learning disabilities in classroom communities that ensure equitable access to important knowledge and skills. Assessing academic and social outcomes. | |||
| CEP | 801A | Professional Role in Teaching Special Education I: Collaboration and Consultation | 3 |
| This course develops the knowledge, skills, and professional dispositions related to effective collaborative problem solving. Special educators and general educators interact together in many collaborative activities both inside and outside of school to support students, families, and the community. This course explores evidenced-based practices in key collaborative spaces in schools, including (1) IEPs, (2) pre-referral intervention assistance teams (i.e. child study teams, student support teams), (3) Positive Behavior Intervention and Supports, (4) RTI teams, (5) behavioral consultation, (6) working with paraeducators, (7) transition planning, (8) collaborative teaching, (9) serving as an intervention specialist who helps create access to the general education curriculum, and (10) home/school/community services. Undergirding the course is a focus on developing and applying key principles of effective collaboration and consultation while developing a critical content expertise about best practices in key collaborative structures. | |||
| CEP | 802A | Reflection and Inquiry in Teaching Special Education I: Mild Impairment | 3 |
| Qualitative and quantitative research methods on teaching and learning of students with emotional or learning impairments. Framing educational problems in special education. Designing and assessing studies of mathematics and problem-solving. | |||
| CEP | 803A | Professional Role in Teaching Special Education II: Assessment of Mild Impairment | 3 |
| Assessment serves as a cornerstone of special education, both in terms of eligibility determination and instructional planning. This course focuses on the wide array of assessment methods available for identifying students with disabilities and evaluating their responsiveness to instruction, including norm-referenced tests, criterion-referenced assessment tasks, curriculum-based assessments and measurement, and dynamic assessment. We examine assessments designed specifically for evaluating students’ literacy skills, mathematics skills, behavior, and intelligence. Students conduct an in- depth assessment project in which multiple assessment methods are used to evaluate an at-risk student or student identified with special needs in a particular domain and make recommendations for services and instruction. | |||
| CEP | 804A | Reflection and Inquiry in Teaching Special Education II: Mild Impairment | 3 |
| This course develops the knowledge, skills, and predispositions related to the effective assessment and implementation of reading and written language interventions for students with literacy related difficulties. Difficulties in reading, language, and writing impede with the performance of students with disabilities across the school curriculum. This course is designed to help educators respond to these difficulties through an examination of methods that can be employed to: (1) observe and measure the reading and writing performance of special education students; (2) design interventions that address students’ phonemic awareness, decoding, vocabulary, fluency, comprehension, and motivation abilities; (3) develop and implement 35 literacy interventions that improve the strategy knowledge and self-regulated performance of students as they read and write expository or narrative texts; (4) evaluate the literacy progress of students through frequent progress monitoring; and (5) implement evidence-based teaching practices that promote students’ deep knowledge, mastery and understanding of literacy principles and skills. | |||
