Special Education, MA or Graduate Certificate, Specialization in Teaching of Students with Autism Spectrum Disorders & Severe Disabilities

Etiology, growth and development, and characteristics of persons who differ from the norm.

Autism Spectrum Disorders (ASDs): Effective Assessment and Intervention

Prereq: SPED 400/800 or equivalent

SPED 809 requires observation in schools and applied assignments.

Designed for educators of children and youth with Autism Spectrum Disorders (ASDs) in school settings. Assessment strategies to identify characteristics of ASDs focused on individual needs and strengths-based outcomes. Knowledge and skills regarding evidence-based practices and individualized educational programs.

Autism Spectrum Disorders (ASDs): Methods and Program Planning

Prereq: SPED *809 or equivalent

Majors in severe disabilities must parallel with SPED *896P (1 cr). SPED *810 requires observations in schools and applied assignments.

Planning, implementing, and evaluating effective education for individuals with Autism Spectrum Disorders (ASDs). Uses an ecological approach to assess present levels of performance and individual characteristics. Apply assessment outcomes to develop functional outcomes, to select instructional strategies, and utilize empirically-based interventions.

Prereq: SPED 201 and 303

The role of general education teachers in the primary purposes of assessment of learners with diverse needs. Knowledge and experience with interpreting norm-referenced test information as related to planning educational programs. Use of assessment information for instructional planning and evaluation. Testing accommodations and classroom grading.

For post baccalaureate students obtaining an initial teaching endorsement in mild/moderate disabilities. Course taught via Internet.

Introduction to behavior management. Analyze students’ behaviors, define and target behaviors, record and graph behaviors, and develop interventions based on positive reinforcement for improving students’ academic and social behaviors. Introduction to functional assessment, how to use reinforcement to decrease inappropriate behaviors, and guidelines for using punishment ethically and its relative effectiveness.

 

Methods for Students with Intellectual and Severe Disabilities

Prereq: SPED 480/880

SPED 881 requires observations in schools and applied assignments.Planning, implementing, and evaluating effective longitudinal education for individuals with intellectual impairments and severe disabilities. Knowledge and skills regarding best practices within inclusive education settings for these learners emphasizing an ecological and functional model that addresses useful skills in current and future environments.

Specialized Instruction for Students with Severe and Multiple Disabilities

Lec 3. Prereq: SPED *881 for the Severely/Multihandicapped endorsement program or SPED *862 for Preschool Handicapped endorsement program; and permission. Majors in severe disabilities must parallel with SPED 896P (1 cr). SPED *882 requires observations in schools and applied assignments. Selection, design, and implementation of best practice instruction for students with severe disabilities, multiple disabilities, or deaf-blindness.

Educating Students with Intellectual and Developmental Disabilities

SPED 480/880 requires observation in schools and applied assignments. Concepts related to history, definitions, identification, etiology, and assessment of students with intellectual impairments and developmental disabilities. Attitudes, assumptions, and stereotypes concerning persons with intellectual impairments and other developmental disabilities. Instructional methods, adaptations and teaming, to provide individualized interventions and to include students in least restrictive environments and/or general education settings.

Family and School Collaboration in Special Education

Prereq: Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals ages 5 to 21 years who have disabilities. Functions and interactions of both family and education systems. Impact of having a child with a disability on the normal and stressed family system. Promote family-professional partnerships in assessment and intervention for the child and/or student with an IFSP/IEP. Communication skills are reviewed and practiced for effective teaming among educators and for interviewing, consulting, collaborating and coaching with family members and other community team members.

Speech pathology students must register for 3 cr only; special education students may register for 2-3 cr. Introduction to the augmentative communication options for persons unable to speak or write because of physical, language, or cognitive disability.

Prereq: EDPS 459/859 or equivalent or parallel EDPS 859. Purposes and characteristics of research process, selection of research problems in education and social sciences, critical review of published research, research ethics and institutional review, sampling methods, threats to validity in research.

For post baccalaureate students obtaining an initial teaching endorsement in mild/moderate disabilities. Course taught via Internet.

Introduction to behavior management. Analyze students’ behaviors, define and target behaviors, record and graph behaviors, and develop interventions based on positive reinforcement for improving students’ academic and social behaviors. Introduction to functional assessment, how to use reinforcement to decrease inappropriate behaviors, and guidelines for using punishment ethically and its relative effectiveness.

 

Unique needs, family-coping strategies, specialized medical staff, and various health-care settings of chronically ill infants and toddlers. Overview of etiology, characteristics, and developmental implications of selected medical conditions related to developmental disabilities.