EDS - Special Education

Emphasis is placed on the definition, characteristics, and methodology unique to learners who require mild interventions. A current criminal background check may be required; students are responsible for related expenses.

This course provides a study of effective literacy strategies for the secondary content classroom. The course emphasizes implementation of disciplinary literacy through differentiated teaching of accessible and complex texts, as addressed in content literacy standards. Prerequisite: Admission to the Teacher Education Program, or permission of the School of Teacher Education.

This course examines the variety of ethical, moral, legal, and programmatic issues that impact programs for students with severe disabilities. This process of examination will focus on historical practices, legislation, litigation, and the perspectives of professionals, consumers, and family members. A current criminal background check may be required; students are responsible for related expenses.

Individuals with severe disabilities often require a network of instructional experiences, informal supports, and formal services. This course provides students with the skills necessary to evaluate the learning needs of students with severe disabilities and develop/implement instructional programs in school and community settings. A current criminal background check may be required; students are responsible for related expenses.

Services and supports for individuals with severe disabilities are generally provided by professionals from a variety of disciplines including education, medicine, psychology, occupational and physical therapy, religion, and social work. This course focuses on the unique contributions of each discipline and the skills necessary for teachers to effectively and collaboratively plan programs of instruction. A current criminal background check may be required; students are responsible for related expenses. Prerequisite: EDS-331.

Develops competency in formal and informal assessment. Emphasizes the educational implications of obtained results in programming for learners with disabilities. Stresses practicum experiences specific to the student's course of study.

Students will be involved in a practical experience in a local school setting which will provide a "laboratory" for the application of the principles of assessment in special education. A current criminal background check may be required; students are responsible for related expenses. Co-requisite: EDS-350 (Assessment in Special Education). CR/NC

This course provides a study of theory and research necessary in organizing, managing, instructing, and assessing students in a balanced, comprehensive literacy approach through both oral (speaking/listening) and written (reading/writing) methods. Students will design and instruct an interdisciplinary unit unique to a group of diverse learners. Field experience included; Component of the Red Block. Prerequisite: Admission to the Teacher Education Program.

Examines instructional practices and methodologies that promote emotional and behavioral success in learners with disabilities in various settings. Contextualizes management strategies within the imperative to become literate in equity in order to build a healthy learning environment. Field experience required; students who are not enrolled in a practicum are responsible for arranging field-based opportunities.

Considers litigation and legislation that provide for the inclusion and service of individuals with disabilities, with a focus on the Individuals with Disabilities Education Act in public school settings. Emphasizes strategies for collaboration and advocacy. Centers on relevant federal, state, and local procedures for implementing special education, as well as the design and construction of Individualized Education Programs (IEPs).

This course emphasizes the early childhood curriculum, planning for teaching, classroom management and teacher-student interactions. It requires the application of knowledge acquired in EDU-271. Experience will be gained through 150 hours of participation and supervision in a primary setting (P-3) under the direction of a cooperating teacher and university supervisor in an accredited school. Professional development seminars will be included. A current criminal background check may be required; students are responsible for related expenses. Prerequisites: EDU-290 and EDU-271. Co-requisites: EDS-388, EDS-354, EDS-355, EDS-365 and Admission to the Teacher Education Program.

Reviews the instructional and curricular approaches which accommodate the academic, social, cognitive, communication, and physical needs of the elementary learner with disabilities. Special emphasis is placed on meeting familial and classroom teacher needs.

Focuses on methods and materials that meet the educational needs of adolescent and young adult learners with disabilities. Presents a variety of curriculum approaches, including learning strategies, co-teaching, and collaboration in the secondary setting, as well as post-secondary transition.

Structured field experience within a public school classroom under the direction of a classroom teacher and university supervisor. Students are placed in special education classrooms or general education classrooms demonstrating exemplary inclusive practices. This practicum serves as a practical site for completing requirements for other exceptional needs education courses. A current criminal background check may be required; students are responsible for related expenses.

See EDS-385. CR/NC

See EDS-385. CR/NC

This course studies the theories, approaches, and methodology of teaching reading/literacy in the elementary classroom. Emphasis is placed on the planning and teaching of reading/literacy as an integrated, balanced literacy approach. Strategies for integrating skills such as phonics into meaningful literacy lessons are examined. Students identify components of a total Language Arts/literacy program which integrates various theories and strategies based on current research and recommendations of the International Reading Association. Co-requisite: EDU-354 (Language Arts Methods) and EDU-365 (Children's Literature). Prerequisite: Admission to the Teacher Education Program.

Work with a faculty mentor and in cooperation with an Honors College advisor, producing a research thesis or creative project.

See EDU-495. CR/NC

Full-time supervised student teaching in accredited schools within Grant County and surrounding areas. Each student will receive two placements. The placements will be diversified according to the student's program and the licensing requirements. Each student assumes, under the direction of the selected cooperating teacher and with university supervision, responsibility for teaching in the cooperating school. The student teaching will last for a full semester. A current criminal background check may be required; students are responsible for related expenses.

The definition, characteristics, and methodology unique to learners with mild disabilities and the interplay between the learner, the teacher, the family, the school environment, peers, and the community are the focal points of this course. These elements are analyzed against the backdrop of federal, state, and local rules, regulations, policies, and practices that govern the provision of special education services.

This course examines and considers the influence and impact of legislation and court cases on the provision of special education services to students with disabilities. Course content and activities center on relevant federal, state, and local procedures for implementing effective special education programs for all students.

This course examines instructional practices and methodologies that permit effective behavioral management of learners with mild disabilities in various settings. There is a focus on various techniques and methods of applied behavior analysis to both manage the behavior and the environment. Course content is integrated with practicum experiences specific to the student's course of study.

This course will focus on competency development in the knowledge base, construction of, and/or application of formal and informational assessment via online and K-12 classroom application learning formats. Emphasis is placed in demonstration of competence in the interpretation of assessment data and their implications in designing educational experiences for Mild Exceptional Needs learners. Appropriate K-12 Practicum activities are designed to facilitate students learning and its assessment through the creation of products and process observations that meet the objectives of this course and validate student competency in related Conceptual Framework Expectations.

Methods and materials which focus on educational needs of the adolescent and young adult learner with mild disabilities are the focus of this course. A variety of curriculum approaches are presented, including: functional/vocational, learning strategies, and collaborative teaching. This course also focuses on the instructional and curricular approaches that accommodate the academic, social, cognitive, communication, and physical needs of the elementary learners with disabilities. Theoretical perspectives will be the foundation for informed, knowledgeable teaching practice.

EDS-536A-D: This series of one semester hour courses provides the ENMI candidate with supervised practical application, in a mild intervention setting, of program knowledge, skills, and dispositions and assessment of ENMI candidate's growth in program's conceptual framework domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio. The successful completion of EDS-536A is the prerequisite to take EDS-536B, EDS-536B for EDS-536C, and EDS-536C for EDS-536D.

EDS-536A-D: This series of one semester hour courses provides the ENMI candidate with supervised practical application, in a mild intervention setting, of program knowledge, skills, and dispositions and assessment of ENMI candidate's growth in program's conceptual framework domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio. The successful completion of EDS-536A is the prerequisite to take EDS-536B, EDS-536B for EDS-536C, and EDS-536C for EDS-536D.

EDS-536A-D: This series of one semester hour courses provides the ENMI candidate with supervised practical application, in a mild intervention setting, of program knowledge, skills, and dispositions and assessment of ENMI candidate's growth in program's conceptual framework domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio. The successful completion of EDS-536A is the prerequisite to take EDS-536B, EDS-536B for EDS-536C, and EDS-536C for EDS-536D.

EDS-536A-D: This series of one semester hour courses provides the ENMI candidate with supervised practical application, in a mild intervention setting, of program knowledge, skills, and dispositions and assessment of ENMI candidate's growth in program's conceptual framework domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio. The successful completion of EDS-536A is the prerequisite to take EDS-536B, EDS-536B for EDS-536C, and EDS-36C for EDS-536D.

This course focuses on the developmental nature of reading abilities for students with mild learning disabilities, regardless of whether those students are in a self-contained or inclusive setting. Scientifically based research is used to form the framework for various cognitive learning theories as they apply specifically to reading skills. Application of those theories is the dominant theme in classroom field settings, as candidates practice the reading strategies and cognitive sequencing taught in this course.

This course focuses on the theory and application of teaching study skills to students with exceptional learning needs. Emphasis is placed on enabling the students to learn reading, writing, and listening techniques that will be helpful to them throughout school and into their adult lives. The use of modifications and accommodations in the classroom, with regard to assignments, assessments, and materials, is highlighted through field experience and expectations.

This course examines a variety of ethical, moral, legal, and programmatic issues that impact on programs for students with severe disabilities. This process of examination will focus on historical practices, legislation, litigation, and the perspectives of professionals, consumers, and family members. Prerequisite: Exceptional Learners (Special Education) License.

Individuals with severe disabilities often require a network of instructional experiences, informal supports, and formal services. This course provides students with the skills necessary to evaluate the learning needs of students with severe disabilities and develop/implement instructional programs in school and community settings. Prerequisite: Exceptional Learners (Special Education) License.

Services and supports for individuals with severe disabilities are generally provided by professionals from a variety of disciplines including education, medicine, psychology, occupational and physical therapy, religion, and social work. This course focuses on the unique contributions of each discipline and the skills necessary for teachers to effectively and collaboratively plan programs of instruction. Prerequisite: Exceptional Learners (Special Education) License.

This course provides the candidates working in K-12 exceptional needs settings with supervised practical application of program knowledge, skills, dispositions, and assessment in the Teacher Decision Maker domains. Candidates will complete authentic assessments to document professional growth through an Applied Competency Assessment Portfolio. This course may be repeated for additional areas of licensure. Graded on a CR/NC Basis.

The analysis of current research in regards to the definition, characteristics, and methodology unique to learners with mild disabilities and the interplay between the learner, the teacher, the family, the school environment, peers, and the community are the focal points of this course. The current policy and practices are examined in relation to the current research and the provision of exceptional needs services. This course also addresses instruction at the university level. Candidates will develop an understanding of adults as learners and appropriate instructional strategies, the incorporation of professional standards, and a biblical perspective of the course content.

In this course a historical study of social activism, legislation, and court cases that effected the provision of services to students with disabilities and the impact of these changes within the local school setting will be research and examined. Course content and research focuses not only on understanding relevant federal, state, and local procedures for implementing effective programs for students with exceptional needs, but also on understanding the desirability of these procedures from a biblical and current social perspective. In addition, there will be a focus on the components of adult instruction at the university level. The content and activities include an understanding of adult instructional strategies and the incorporation of professional standards.

This course examines current research addressing instructional practices and methodologies that permit effective behavioral management of learners with mild disabilities in various settings. There is a focus on evaluating the research on various techniques and methods on social skills, management of behavior and the environment in relation to addressing the diversity of student needs. This course also addresses instruction at the university level. Candidates will develop an understanding of adults as learners and appropriate instructional strategies, the incorporation of professional standards, and a biblical perspective of the course content.

This course examines and compares current research and theory concerning the issues in the construction of and the application of formal and informal assessments and the K-12 classroom learning. Emphasis is also placed on the interpretation of assessment data and their implications in designing educational experiences for learners with mild exceptional needs. Candidates will develop an understanding of adults as learners and appropriate instructional strategies, the incorporation of professional standards, and a biblical perspective of the course content.

Methods and materials which focus on educational needs of all learners with mild disabilities are the focus of this course. This course examines the current research and theories on the instructional and curricular approaches that accommodate the academic, social, cognitive, communication, and physical needs of learners with disabilities. Theoretical perspectives will be the foundation for informed, knowledgeable teaching practice. Incorporated into the course content are the theories and application of adult learning strategies and the professional standards for teachers of children with exceptional needs through a biblical perspective.

This course focuses on the development of university level instructors with skills to supervise non-licensed teacher candidates, who are on emergency permits in mild interventions, with instruction in their practical application of program knowledge, skills and dispositions as well as an assessment of their growth in Teacher as Developer domains. The course content and activities include understanding and application of adult learning strategies and the incorporation of professional standards, to provide a biblical perspective of Teacher as Developer.

This course focuses on the developmental nature of reading abilities for students with mild disabilities, regardless of whether those students are in a self-contained or inclusive setting. Scientifically based research is used to form the framework for various cognitive learning theories as they apply specifically to reading skills. The course content and activities include understanding and application of adult learning strategies and the incorporation of professional standards, to provide a biblical perspective of the content areas.

This course focuses on the development of university level instructors with skills to supervise non-licensed teacher candidates, in mild interventions, with instruction in their practical application of program knowledge, skills and dispositions as well as an assessment of their growth in Teacher as Developer domains. The course content and activities include understanding and application of adult learning strategies and the incorporation of professional standards, to provide a biblical perspective of Teacher as Developer.