This course provides teachers with knowledge of various assessment practices, skills in the assessment of learners with disabilities and an understanding of the legal, moral and social issues associated with assessment in special education.

This course is designed to provide candidates with the various theories, principles and practical applications of behavioral strategies as they relate to the diverse nature of students that represent schools today. Specific techniques drawn from various theories and principles will provide a framework for exploration, discussion and analysis. Candidates will be required to observe and analyze both student and teacher behaviors within the classroom. Based upon the observation, classroom and/or individual behavior management plans will be developed.

This course is designed to focus on a cross-categorical model for providing services to individuals with a variety of disabilities, behavioral disorders and physical impairments. Curricula and instructional methodologies relevant to support students with diverse needs in the least restrictive environment are covered. Through field work and projects, the needs of individuals with moderate/severe disabilities and their families will be explored.

This course is designed to provide candidates with advanced knowledge and application of consultation as a service delivery model for students with diverse needs and the application of collaboration as a framework for working in inclusive settings. The course focuses on pedagogical theories, skills for consultation and collaboration through field work and best practices for working as an effective educational consultant and collaborator.

This course is designed to guide practicing teachers through the exploration of recent special education research and teaching practices. Participants will become familiar with specific issues including the use of assistive and adaptive technology, curriculum adaptation and individualization, IEP development and implementation and collaboration among family and related service professionals for students with special needs. Teacher who take EDU 768/770 are required to complete 75 hours of field work in classes where students with disabilities attend. These could be resource room, consultant teaching classrooms, blended classrooms, inclusionary classrooms and/or self-contained settings.

This course is designed to provide the teacher with knowledge and understanding of the competencies that are essential in meeting the needs of students with disabilities. The seminar focuses on topics such as classroom management, diversity in the classroom, effective research based strategies, issues in special education, etc. The course is structured to address the NBPTS and CEC Standards for teachers of students with disabilities. This course is taken in concert with EDU 795.

This field experience course of 100 hours takes place in a classroom composed of students with disabilities who have Individual Education Programs (IEPs). Students may be enrolled in resource rooms, consultant teaching classrooms, blended classrooms, inclusionary classrooms and/or self-contained settings. Teachers are expected to demonstrate attitudes, knowledge and skills essential to teaching children with exceptional needs. Supervision of the teaching experience is conducted by a college supervisor and mentor of the participating teacher’s choice.

This course is designed to help practicing teachers develop greater effectiveness in teaching reading diagnostically in K-12 classrooms. Teacher participants will examine a variety of factors that influence literacy acquisition, discuss and identify various reading problems, learn to conduct a diagnostic assessment of a student’s reading performance, analyze the assessment, and plan for appropriate reading instruction.