Independent Study in Computer Science.
A course covering principles of tests and measurement, interpretation of assessment techniques as applied to Special Education and application of assessment data to individualized education programs and classroom assessment strategies.
This course is designed to provide candidates with knowledge and understanding of behavioral assessment and intervention strategies based on behavior management techniques, including how to design learning environments that help prevent problem behaviors.
A historical overview of the field of special education will be presented. This course will provide information and knowledge on legislation and litigation in special education, characteristics of children and youth with disabilities, and procedures for eligibility and provision of special education and related services. Special education laws will be addressed relevant to the course content.
A course designed to prepare teacher candidates to instruct P-12 students with mild mental retardation, learning disabilities, behavior disorders, or mild orthopedic handicaps. Content includes effective teaching and learning strategies, development of lesson and unit plans to meet curriculum requirements based on student needs, and differentiation with specially designed instruction in academic areas.
This course addresses inclusion, collaboration, and advocacy approaches to working with children and youth with disabilities. Approaches for differentiated instruction in an inclusive classroom are presented. Procedures for working with parents and educators in collaborative settings and related and transitional services are discussed.
This course will provide information about the various manifestations of Autism Spectrum Disorders, including current trends in diagnosis and treatment. It will also address the unique challenges related to learning needs across the spectrum including language, social behaviors, theory of mind, and sensory processing. It will address the historical foundations of autism through present day findings and general supports. Additionally, information will be provided about instruction and supports provided through special education laws and regulations.
Evidence-based instructional practices are mandated by both NCLB and IDEIA. This course will examine the research related to evidence-based practices and provide participants with the core strategies recognized by research today. Such strategies will include: social narratives, using work systems, visual supports, incorporating technology, and communication systems.
This course will provide participants with the tools needed to build on their knowledge of autism while learning to assess behavioral needs. Various strategies will be reviewed to analyze student behavior, identify variables related to the behaviors that are unique to ASD, and develop programs that promote positive behavioral supports (PBS). Some of the strategies addressed will include the Ziggurat model, developed by Aspy and Grossman.
The intent of any practicum is for the new teacher to effectively demonstrate his or her learned skills in a classroom setting. Participants will demonstrate their competence, according to the CEC standards and the Georgetown College Conceptual Framework, by submitting a portfolio of work. The content will require the participant to complete a portfolio that includes the following: identify the manifestations and needs of student(s) with ASD, review assessment data, observe the student, interview relevant staff/parents, create an instructional plan, and videotape one model lesson.
Introduction to computers as an educational tool through study of application software packages for word processing, spreadsheets, databases, presentations, and the use of the Internet and e-mail in the classroom. Assistive technology and universal design for learning is included for special education teachers.