Special Education (SPED)

A review of the historical and philosophical development of the field of special education as it relates to principles, issues, and trends for the education of individuals with mild/moderate disabilities is considered. Accompanying legislation and legal aspects are discussed along with relevent ethical, professional, and multicultural issues.

The definitions and etiologies of learning disabilities, mental disabilities, and behavior disorders of students at the mild and moderate levels are discussed. Developmental, functional, academic, psychological, social-emotional, and career characteristics of students with disabilities are considered in determining appropriate educational programming, necessary supports, and related services. Requires field hours.

The collaborative and consultative role of the special education teacher is discussed in relation to working with families of students with special needs, general education classroom teachers, paraeducators, other support service personnel, and community agencies. Tools such as effective communication skills, problem solving strategies, and conflict resolution will be emphasized. Legal issues including parental rights will be included. Models for collaborative teaching in the general education classroom are discussed along with the roles of specific members of the multidisciplinary team.

Theories of behavior problems of students with special needs are reviewed along with classroom behavior management methods, behavior change strategies, and attention maintenance techniques. Appropriate participation for the students in family, school, and community activities is emphasized through the design and evaluation of instructional programs including behavior intervention plans and social skills training programs. Requires field hours.

This course is intended to provide professionals with strategies for intervening with behaviors in school and community settings. Behavior management techniques including reinforcement theory, scheduling models, observation techniques as well as precision teaching strategies will be explored.

The unbiased use of psychometric instruments and instructional assessment for individuals with mild and moderate learning disabilities, mental disabilities, and behavior disorders is viewed based upon legal provisions and guidelines. Basic and specific terminology is considered. Results from formal and informal assessments are interpreted.

Sources and specific curriculum for the development of cognitive academic, social, language, and functional life skills for individuals with mild and moderate learning disabilities, mental disabilities, and behavior disorders will be reviewed along with the components of the IEP. Methods for accommodation and adaption of the general education curriculum will be emphasized. Transition needs across age and ability levels are cosidered.

Effective teaching methods, techniques, and strategies for students with mild and moderate learning disabilities, mental disabilities, and behavior disorders are reviewed. Considerations include age-appropriate and ability-level instructional student needs. Models for providing instruction both in and outside of the general education classroom environment will be covered, along with students transition needs. Requires field hours.

Student teaching will take place in mild/ moderate special education program. Senior Status.