EDSE - Education - Special Education

This course will include a brief history and major legal responsibilities of all those working with special education populations, the process of developing IEPs and 504 (national or international equivalent) plans and expectations during case conferences, categories of disabilities, and strategies for differentiating instruction for students with special needs.

Candidates will develop instructional strategies and approaches that are culturally relevant and meet the literacy and language needs of students with exceptionalities by integrating the Science of Reading. The course will emphasize the identification and application of standards-based and evidence-based methodologies that incorporate the five pillars of the Science of Reading, such as phonemic awareness, phonics, vocabulary development, fluency, and language. Candidates will design effective language and literacy instructional strategies, interventions, and supports that reflect individual learning differences and exceptionalities, ensuring that practices are both scientifically grounded and culturally responsive.

This course will include a brief history and major legal responsibilities of all those working with special education populations, the process of developing Individualized Education Programs (IEPs) and 504 (national or international equivalent) plans, expectations during case conferences, categories of disabilities, and strategies for differentiating instruction for students with disabilities. Candidates will explore professional issues around disability services. The course provides candidates with an opportunity to promote a Christian response to disability. Finally, this course will equip candidates to collaborate with other educators, service providers, and parents to develop and implement appropriate services and supports for students with disabilities. Candidates will focus on promoting the essential skills of communication and problem solving through developing self-awareness of the influence of their own and others' attitudes, behaviors, and ways of communicating on instructional practice. Field experiences are required. Prerequisite: EDUT-563

Candidates will explore current assessment practices with emphasis on legal and ethical considerations, formal and informal assessment tools, test scores, and technical adequacy. They will gain experience making accommodations, using observational assessment, evaluating teacher-made tests, and selecting appropriate diagnostic measures for determining eligibility and accountability for students with exceptionalities of all ages. The course will integrate the Science of Reading, focusing on evidence-based practices for reading instruction, making informed instructional decisions for reading intervention, and aligning their practices with scientifically based reading instruction. This will include understanding how to identify students' specific reading difficulties and tailoring interventions accordingly. Emphasis will be placed on the respectful communication of assessment results to students, families, and educators. Field experience will allow candidates to apply their learning in real-world settings, using both formal and informal assessments to monitor progress and adjust instructional strategies based on the needs of individual learners. Prerequisite: EDSE-510

Candidates will develop instructional strategies and approaches that are culturally relevant and meet the literacy and language needs of exceptional learners. The course will focus on the identification and use of standards-based and evidence-based methodologies that strengthen the demonstration of respect for diversity in areas of exceptionality and language. Candidates will design effective language and literacy instructional strategies following the science of reading, interventions, and supports that respect individual learning differences and exceptionalities. Candidates will also explore current assessment practices with emphasis on legal and ethical considerations, formal and informal assessment tools, test scores, and technical adequacy. They will gain experience making accommodations, using observational assessment, evaluating teacher-made tests, and selecting appropriate diagnostic measures for determining eligibility and accountability for students with exceptionalities of all ages. The course will focus on the use of assessment data to make informed instructional decisions for reading intervention and respectful communication of assessment results. Field experiences are required. Prerequisite: EDSE-515

This course will focus on exploring evidence-based methodologies for understanding and managing behavior. Candidates will examine behaviors as related to disability, study functional behavior assessment, and develop behavior intervention plans. Emphasis will be given to legal mandates associated with analyzing behavior and utilizing interventions within the schools with individuals affected by disability. The course requires field experiences. Prerequisite: EDSE-510, EDSE-520

This course will focus on exploring evidence-based methodologies for understanding and managing behavior. Candidates will examine behaviors as related to disability, study functional behavior assessment, and develop behavior intervention plans. Emphasis will be given to legal mandates associated with analyzing behavior and utilizing interventions within the schools with individuals affected by disability. Candidates will also develop effective teaching strategies and interventions for students with Autism Spectrum Disorder. Based on an understanding of the etiology Autism Spectrum Disorder, candidates will create evidence-based instructional practices that use assistive technologies to address specific academic, behavioral, social, and communication needs. Candidates will cultivate skills in effectively supporting and enhancing students' success in various environments. Field experiences are required. Prerequisite: EDSE-525

Candidates will develop effective teaching strategies and interventions for students with Autism Spectrum Disorder. Based on an understanding of the etiology Autism Spectrum Disorder, candidates will create evidence-based instructional practices that use assistive technologies to address specific academic, behavioral, social, and communication needs. Candidates will cultivate skills in effectively supporting and enhancing students' success in various environments. This course requires field experiences. Prerequisite: EDSE-510, EDSE-520, and EDSE-530

This course will equip candidates to collaborate with other educators, service providers, and parents to develop and implement appropriate services and supports for students with exceptionalities. Candidates will strengthen their interpersonal skills as they seek to address challenges that affect families with children students with exceptionalities. The course will focus on promoting the essential skills of communication and problem solving through developing self-awareness of the influence of their own and others' attitudes, behaviors, and ways of communicating on instructional practice. Candidates will collaborate in culturally responsive ways with families, other educators, related service providers, and personnel from community agencies. This course requires field experiences. Prerequisite: EDSE-510, EDSE-520, EDSE-530, and EDSE-540

The Special Education Final Clinical Practice is a demonstration of practical and content applications of program knowledge, skills, and dispositions in facilitating improvement in learning for students with exceptionalities. This course is required for candidates who have already completed the Indiana Wesleyan University Non-Licensure Program (either the certificate or the Master's degree in Special Education in the School of Educational Leadership) and would like to seek state licensure in Special Education. This course requires field experiences. Prerequisites: EDSE-510, EDSE-520, EDSE-530, EDSE-540, and EDSE-550

Candidates will explore professional issues around disability services. Topics include definition, life-span concerns, community collaboration, response to intervention, religion and culture, laws, and bio-medical ethics. The seminar provides candidates with an opportunity to investigate topics that are relevant to their own teaching practice to promote a Christian response to disability. This course requires field experiences. Prerequisite: EDSE-510

Student teaching is a demonstration of practical and content applications of program knowledge, skills, and dispositions in facilitating improvement in learning for students with exceptionalities. Authentic assessments documenting candidates' professional growth are administered. Supervised field experiences are required. Prerequisite: Successful completion of all courses in the program

Students will explore current assessment practices with emphasis on legal and ethical considerations, formal and informal assessment tools, test scores, and technical adequacy. They will gain experience making accommodations, using observational assessment, evaluating teacher-made tests, and selecting appropriate diagnostic measures for determining eligibility and accountability for students with exceptionalities of all ages. The course will focus on the use of assessment data to make informed instructional decisions for reading intervention and respectful communication of assessment results. As part of the non-licensure track, this course includes limited field experiences that do not satisfy licensure requirements.

This course will focus on exploring evidence-based methodologies for understanding and managing behavior. Students will examine behaviors as related to disability, study functional behavior assessment, and develop behavior intervention plans. Emphasis will be given to legal mandates associated with analyzing behavior and utilizing interventions within the schools with individuals affected by disability. As part of the non-licensure track, this course includes limited field experiences that do not satisfy licensure requirements.

Students will develop effective teaching strategies and interventions for students with Autism Spectrum Disorder. Based on an understanding of the etiology Autism Spectrum Disorder, students will create evidence-based instructional practices that use assistive technologies to address specific academic, behavioral, social, and communication needs. Students will cultivate skills in effectively supporting and enhancing students' success in various environments. As part of the non-licensure track, this course includes limited field experiences that do not satisfy licensure requirements.

This course will equip students to collaborate with other educators, service providers, and parents to develop and implement appropriate services and supports for students with disabilities. Students will strengthen their interpersonal skills as they seek to address challenges that affect families with children with disabilities. The course will focus on promoting the essential skills of communication and problem solving through developing self-awareness of the influence of their own and others' attitudes, behaviors, and ways of communicating on instructional practice. Students will collaborate in culturally responsive ways with families, other educators, related service providers, and personnel from community agencies. As part of the non-licensure track, this course includes limited field experiences that do not satisfy licensure requirements. Prerequisites: EDSE-520, EDSE-530, EDSE-540