400

This course focuses on characteristics, identification, and initial methods of instruction for cross-categorical P-22 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal, and pedagogical implications and issues pertaining to P-22 special education. Candidates develop and implement inclusive, differentiated curricular design, planning and instructional methods for P-22 students with high- and low-incidence disabilities based upon consideration of the impact that disabilities have on how students differ in approaches to learning. Candidates learn how to provide inclusive instructional opportunities and supports adapted to strengths and needs of diverse learners, drawing on knowledge of the discipline, students, community, and curriculum goal(s). This is an advanced standing course that may count toward both baccalaureate and master's degrees.

This course focuses on characteristics, identification, and initial methods of instruction for cross-categorical P-22 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal, and pedagogical implications and issues pertaining to P-22 special education. Candidates develop and implement inclusive, differentiated curricular design, planning and instructional methods for P-22 students with high- and low-incidence disabilities based upon consideration of the impact that disabilities have on how students differ in approaches to learning. Candidates learn how to provide inclusive instructional opportunities and supports adapted to strengths and needs of diverse learners, drawing on knowledge of the discipline, students, community, and curriculum goal(s). NOTE: this course is only open to students in the ECE Competency Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in cross-categorical P-22 methodology for teaching students with high incidence disabilities who receive special education services. High-incidence disabilities categories: communication disorders (speech and language impairments), specific learning disabilities (including attention deficit hyperactivity disorder [ADHD]), mild/moderate intellectual disabilities, emotional or behavioral disorders, cognitive impairment, certain spectrum of autism. Students will gain an understanding of individual and developmental learning needs, as well as how to support students by differentiating instruction, promoting engagement, and creating inclusive learning environments. Additionally, students will explore real life stories of people with high incidence disabilities to gain various perspectives of family, school, and community support for the social, emotional, and behavioral well-being of students. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in cross-categorical P-22 methodology for teaching students with high incidence disabilities who receive special education services. High-incidence disabilities categories: communication disorders (speech and language impairments), specific learning disabilities (including attention deficit hyperactivity disorder [ADHD]), mild/moderate intellectual disabilities, emotional or behavioral disorders, cognitive impairment, certain spectrum of autism. Students will gain an understanding of individual and developmental earning needs, as well as how to support students by differentiating instruction, promoting engagement, and creating inclusive learning environments. Additionally, students will explore real life stories of people with high incidence disabilities to gain various perspectives of family, school, and community support for the social, emotional, and behavioral well-being of students. Access to special education environments, children, and educators is required for this course. NOTE: This course is only open to students in the ECE Competency-Based program. This course is part of the Special Education Learning Journey and should only be taken by students who are also pursuing the Licensure Learning Journey. Pre-requisite(s): SPE 401CB. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in cross-categorical P-22 methodology for teaching students who receive special education services with low incidence disabilities. Low- incidence disabilities categories: blindness, low vision, deafness, hard-of-hearing, deaf-blindness, significant developmental delay, complex health issues, serious physical impairment, multiple disability and certain spectrum of autism. Students will gain an understanding of individual and developmental learning needs, as well as how to support students by differentiating instruction, promoting engagement, and creating inclusive learning environments. Additionally, students will explore real life stories of people with low incidence disabilities to gain various perspectives of family, school, and community levels of support for the social, emotional, and behavioral well-being of students. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in cross-categorical P-22 methodology for teaching students who receive special education services with low incidence disabilities. Low-incidence disabilities categories: blindness, low vision, deafness, hard-of-hearing, deaf-blindness, significant developmental delay, complex health issues, serious physical impairment, multiple disability and certain spectrum of autism. Students will gain an understanding of individual and developmental learning needs, as well as how to support students by differentiating instruction, promoting engagement, and creating inclusive learning environments. Additionally, students will explore real life stories of people with low incidence disabilities to gain various perspectives of family, school, and community levels of support for the social, emotional, and behavioral well-being of students. Access to special education environments, children, and educators is required for this course. NOTE: This course is only open to students in the ECE Competency-Based program. This course is part of the Special Education Learning Journey and should only be taken by students who are also pursuing the Licensure Learning Journey. Pre-requisite(s): SPE 401CB. Co-requisite(s): None. 5 quarter hours

This course provides an overview of the purposes of engaging in assessment and the examination of different kinds of measures, such as screening, assessment for eligibility, progress monitoring, and ongoing developmental assessment. Specific types of assessment instruments used for intervention and other special education purposes in P-22 are reviewed and implemented, including formal and informal instruments for assessing social, emotional, cognitive, communication, motor skills, family strengths, needs, concerns, priorities, resources, as well as school, home, and community learning environments. Through hands-on practice with a variety of tools, students learn procedures and develop strategies for implementing nondiscriminatory assessment, utilizing valid and reliable measures when conducting formative and summative individual and program evaluation. Ten field hours required. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course provides an overview of the purposes of engaging in assessment and the examination of different kinds of measures, such as screening, assessment for eligibility, progress monitoring, and ongoing developmental assessment. Students will observe assessment in a special education context and reflect on strategies for implementing nondiscriminatory assessment, and utilizing valid and reliable measures when conducting formative, summative, individual, group and program evaluation. Access to special education environments, children, and educators is required for this course. NOTE: This course is only open to students in the ECE Competency-Based program. This course is part of the Special Education Learning Journey and should only be taken by students who are also pursuing the Licensure Learning Journey. Pre-requisite(s): SPE 401CB. Co-requisite(s): None. 5 quarter hours

This course provides an examination of the historical, philosophical, and legal basis for school and family collaboration for students with disabilities in grades P-22. Candidates develop techniques for promoting positive, supportive relationships within their school community. Candidates will explore equity, advocacy, ethical guidelines, structures, and special education processes in school communities for children with disabilities. Emphasis is placed on models for building effective teams and strategies for facilitating collaboration among professionals, paraprofessionals, and other agencies. Candidates will develop strategies for working with socially, culturally, and linguistically diverse families; supporting family strengths; addressing family needs, priorities and concerns; and accessing community resources. Candidates will learn about the social-emotional support needed in disability communities by promoting engagement and exploring how to create and facilitate inclusive learning environments. This is an advanced standing course that may count toward both baccalaureate and master's degrees. Pre-requisite(s): SPE 401. Co-requisite(s): None. 5 quarter hours

This course provides an examination of school and family collaboration for students with disabilities in grades P-22. Candidates develop techniques for promoting positive, supportive relationships within their school community. Candidates will explore equity, advocacy, ethical guidelines, structures, and special education processes in school communities for children with disabilities. Emphasis is placed on models for building effective teams and strategies for facilitating collaboration among professionals, paraprofessionals, and other agencies. Candidates will develop strategies for working with socially, culturally, and linguistically diverse families; supporting family strengths; addressing family needs, priorities and concerns; and accessing community resources. Candidates will learn about the social-emotional support needed in disability communities by promoting engagement and exploring how to create and facilitate inclusive learning environments. Access to special education environments, children, and educators is required for this course. NOTE: This course is only open to students in the ECE Competency-Based program. This course is part of the Special Education Learning Journey and should only be taken students who are also pursuing the Licensure Learning Journey. Pre-requisite(s): SPE 401CB. Co-requisite(s): None. 5 quarter hours