Exceptional Education (EXED)

This course examines the social, cultural and educational contexts - through the lifespan - of individuals with exceptionalities. Specific focus will be given to the study of historical perspectives, models, theories, philosophies and trends in the field of special education. Legislative and judicial mandates and current regulations related to individuals with ELNs and the 'rights and responsibilities' of various stakeholders as they relate to exceptionality will be stressed. In addition, the role of culture, environment, family and individual differences will be explored.

Provides students with supervised experiences with persons with disabilities. Placements are made in various settings, including schools, institutions and recreational programs.

This course investigates current issues and controversies in the field of exceptional education. This course is designed to support the student's understanding of how sociological, familial, political and cultural issues are affecting the field of special education. It will also challenge students to apply this knowledge to their practice.

An introduction to instructional technology for persons with disabilities. The role of assistive technology in the educational process is investigated. Students are exposed to a variety of instructional programs and equipment. Federal and state guidelines, interdisciplinary team functioning, and program as well as equipment selection are addressed.

The course will provide students with the knowledge and skills to engage in mentoring of children and youth with learning disabilities and attentional disorders. Students will focus on increasing their understanding of self-awareness related to living with a disability, effective compensatory learning strategies and self-advocacy skills. Because of the purpose of this course is to increase self-awareness and mentoring skills related to understanding disabilities, it is open only to students who are registered with the Office of Disability Services.

This course provides students with an understanding of and skills to apply classroom and behavior management techniques and interventions, including techniques that promote emotional well-being and that teach and maintain behavioral conduct. These skills are consistent with the norms, standards and rules of the educational environment. Diverse approaches for classroom and behavior management based on behavioral, cognitive, affective, social and ecological theory and practice will be learned.

EXED 305 provides an overview of acquired brain injury - its causes, complications, consequences and considerations for survivors, caregivers and families. Instruction will emphasize rehab treatment philosophies and approaches, cultural competencies, gender and sexuality issues, military populations, pediatrics and adolescents, and families. Students will learn how to apply knowledge of brain injury sequelae to future healthcare settings and educational learning environments.

This course examines how issues such as legal mandates and policies, self advocacy, family involvement, educational services, transition and interagency collaboration impact individuals with disabilities and their families from birth through postsecondary life. The students will be challenged to compare and analyze needs and services available and accessed by individuals with disabilities.

This course provides students with an understanding of and experience working with young adults with disabilities who are exiting Special Education eligibility. The goal is to support these young adults in learning to access the JMU community and gain experience with nondisabled same-­age peers.

This course is a detailed study of the characteristics, diagnosis, treatment, assessment and education of individuals with emotional/behavioral disorders. Medical, psychological, behavioral and environmental causes are presented as well as therapeutic interventions, educational resources and instructional strategies.

This course is a detailed study of the theories, characteristics, etiology and needs of individuals with learning disabilities including ADHD. Focus will be on causation and terminology as well as historical perspectives and current trends related to practices in identification and treatment of learning disabilities.

This course is designed to introduce students to the issues and trends in the inclusive education of young children. It will provide the historical, philosophical, social and legal background for current practices in the field. This class will also engage students in synthesizing and analyzing evidence-based practices in field.

This course is a detailed study of the characteristics, diagnosis, treatment and education of individuals with intellectual disabilities. Medical aspects and implications for support needs are addressed as well as educational settings, resources and instructional techniques designed to facilitate integration for individuals with intellectual disabilities.

How a speech/language pathologist manages multiple schools; schedules across general education instruction; screens; assesses; uses diagnostic tools for evaluation and placement of students based on the educational impact of the speech-language impairment; attends special education and school meetings with an array of teachers, therapists and parents; completes divisional and state paperwork and; provides therapy based on each student's Individualized Education Program (IEP) will be covered.

The course covers historical, ethical and legal aspects involving the education of children with disabilities. Definitions and foundational characteristics of teaching children with disabilities accessing the general curriculum are featured. Identification, education and evaluation of academic skills and behavior of students with disabilities are presented. How family, cultural, socioeconomic and environment impact education are discussed. Professional behavior standards are examined.

This course provides students with an understanding of the current research and practices supporting the unique characteristics - including learning and behavioral - of students with low-incidence disabilities accessing the adapted curriculum. These students include those with autism spectrum disorder, developmental delay, intellectual disability and traumatic brain injury. This course will address age span issues; cultural, ethnic and socioeconomic factors; cognitive functioning; emotional and behavioral adjustment; medical aspects and considerations; and social and language development.

This course provides an overview of the current issues involved in working with people who have been identified as having an autism spectrum disorder. Areas addressed will include learning characteristics; current research and factors involved with causation, assessment and diagnosis; positive behavioral supports; social skills development; sensory processing, motor planning and sensory integration; and communication and language development.

A practicum experience that will provide an opportunity to observe the roles of special education teachers who are working with students with disabilities who are accessing the general curriculum. Practicum students will have the opportunity to observe instruction at both elementary and secondary levels. They will be able to observe classroom management and instruction in math, reading and writing. Some introductory level instruction opportunities may be provided.

This course considers current problems and issues in special education as they relate to the professional education of teachers. The course may be repeated if the topic varies.

This course is designed for early childhood educators (ECEs) who may work with young children with challenging behaviors. This course focuses on basic principles of behavior as means to help ECEs understand the function of behavior, or the reasons why behavior occurs. This course focuses on proactive strategies as a means to prevent challenging behavior, measuring behaviors using data collection and implementing behavior interventions that are aligned with behavior function. This course emphasizes a positive approach to behavior management aligned with best practices in teaching social emotional skills to young children. This course is open only to students with an applied associate degree in early childhood from a Virginia community college.

This course prepares preservice special education teachers to identify, remediate and support individuals with math disabilities and challenges through the use of dynamic assessment and evidence-based instructional methods. In this course, a review of the skills, concepts and processes related to the major math content area as outlined in the Virginia SOL will be provided. The course will provide an in-depth examination of math deficits, supports and alternative instructional methods related to each math content area.

This course provides a detailed study of the transitions throughout the educational experience of students with disabilities, including transitions between the Individuals with Disabilities Education (IDEA, 2004) Part C and Part B services, elementary school through middle school, middle school through high school, and high school to postsecondary environments. Focus is given to the services and skills needed to support successful integration into and functioning within the routines and activities of these settings.

This course is designed to provide the student with the necessary instruction to apply for licensure as a Registered Behavior Technician (RBT). This course will provide the student with the skills needed to implement behavior analytic services in a variety of settings (schools, homes, clinics) with individuals across the lifespan. The course will address all items required for RBT training, including measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, professional conduct, and scope of practice.

This course is designed to provide an overview of the current issues involving working with children who have been identified as having an autism spectrum disorder. Areas covered in-depth will include learning characteristics, current research and factors involved with causation, assessment and diagnosis. We will discuss positive behavioral supports; social skills development; sensory processing, motor planning and sensory integration; and communication and language development as these will be covered in much greater depth in other courses. A range of institutional methodologies and techniques will be emphasized throughout the course.

This course is designed to provide an in-depth study of the current issues involved in working with learners who have been identified as having an autism spectrum disorder and/or being on the adapted curriculum. The course will review learning characteristics, current research and factors involved with causation, assessment and diagnosis, and positive behavioral supports to set the stage. The course will explore social skill development; sensory processing, motor planning and sensory integration; and communication and language development. The course will consider a range of instructional methodologies and techniques for providing instruction, support and generalization of skills in these areas.

This course is designed to provide an in-depth look at the behavioral challenges those with a disability in the autism spectrum might face and display. Areas addressed will include behavioral characteristics, current research and factors related to behavioral challenges in this population, positive behavioral supports, Functional Behavioral Plan Development, implementation and monitoring. We will cover data collection in relation to assessment and monitoring behaviors. We will review social skills development; sensory processing, motor planning and sensory integration; and communication and language development as these are covered in much greater depth in other courses. A range of institutional methodologies and techniques will be emphasized throughout the course.

This course provides a comprehensive exploration of the science of literacy, focusing on how children and adolescents acquire and develop literacy skills across a variety of learners in K-12 classrooms. Grounded in evidence-based research, the course examines the cognitive and neurological processes involved in literacy development and acquisition, including an in-depth look at the reading brain and how it adapts to written language. Students will engage with foundational frameworks such as the Simple View of Reading, which emphasizes the dual importance of decoding and language comprehension, and will analyze the five pillars of literacy-phonemic awareness, phonics, fluency, vocabulary and comprehension. Additionally, the course will explore Scarborough's Reading Rope, illustrating the complex, interwoven strands that contribute to skilled reading. The course also emphasizes the role of assessment in guiding instruction and monitoring progress, equipping educators with tools to evaluate literacy skills effectively. By the end of the course, students will be prepared to apply scientifically grounded literacy practices to support all learners in achieving reading proficiency.

This course is designed to give special educators exposure to working with children (birth through 21) who have disabilities that include significant medical issues. The role and function of special educators as team members are addressed. The role of related technology will receive extensive attention, as will issues of etiology and remediation.

This course is designed to heighten the awareness of participants to specific technology and resources available to enhance and improve the abilities of individuals with sensory impairments to succeed in school, daily living activities and employment. This course is delivered via a distance education format.

This course provides instruction in the development, use and application of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, while acquiring instructional methodologies for teaching children who are blind to read and write. Sources of Braille materials for educational purposes are identified. This course is delivered via a distance education format.

This course provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students practice assessing and planning educational programs for students with visual impairments. Also covered in this course are assessment technology for students with visual impairments; determination of learning needs and appropriate learning media; and the relationship of assessment, IEP development, and placement. This course is delivered via a distance education format.

This course provides an overview of the characteristics of and services to persons with visual impairments, including the impact of visual impairments on infants' and children's growth and development, child and adolescent emotional and social development, and family interaction patterns. It considers the educational, conceptual, psycho-social and physical implications of a visual impairment. This course is delivered via a distance education format.

This course provides an in-depth study of the current issues involved in working with learners who have been identified as having an autism spectrum disorder and other developmental disabilities who participate in the adapted curriculum. The communication, sensory and literacy needs of students with autism spectrum disorders (ASD) and developmental disabilities participating in the adapted curriculum will be explored. Assessment and instruction in social skills, sensory processing, communication and language development, and literacy instruction (including reading and writing) will be explored. A range of instructional methodologies and techniques for providing instruction, support and generalization of skills in these areas will be considered. This course will focus on the importance of relying on evidence-based practices and where to find information about EBPs.

A focus on techniques used to manage the behavior of students. Emphasized are strategies used to prevent inappropriate behavior from occurring and/or worsening. Other interventions are taught such as techniques for working with others (e.g., parents, teachers and administrators) who may provide behavior management assistance to teachers and administrators.

This course will focus on functional applications of low-technology solutions within the areas of self-care; mobility and transfer; communication; stability and support; sports, recreation, and leisure; and academic and work environments. The course will include exploration and opportunities to design and create low-tech devices for children and adults.

This course is designed to enhance students' awareness and understanding of the range of assistive technologies available and their instructional implications for individuals with disabilities. Laboratory and demonstration experiences will enable students to select and utilize devices and software in settings serving individuals with disabilities.

The course focuses on acquisition and development of reading skills for students with disabilities. Content includes characteristics of students with reading disabilities; informal assessment; relationship of oral language to reading; stages of reading development; research-based methods; principles of specialized reading instruction and collaboration to support reading development.

Students in this course will gain knowledge and practice skills in consultation, case management and collaboration with individuals, families, educators, related service providers and other human service professionals. An overview of collaborative processes, collaborative models for supporting the education of students with disabilities and for effective management of paraprofessionals will be studied.

This course assists preservice teachers in using their understanding of exceptional learners and learning to accommodate the diversity of students in the general education classroom. In addition, preservice teachers will explore the roles of teachers and how general and special education teachers collaborate to meet the needs of exceptional students. Teaching education students only.

This course is designed to provide the student with an overview of educational programming and service delivery for children with developmental delays and/or disabilities, ages 0 to 5. Particular attention is given to federal legislation, historical perspective and current recommended practice in programming educational services for young children with delays and/or disabilities.

Methods for remediation and adaptation of instruction in academic and functional skills for students with moderate/severe disabilities accessing the adapted curriculum. Emphasizes instructional approaches such as task analysis, systematic instruction, functional/daily living skills and general curriculum access using adapted content standards. A practicum placement provides field experience to practice skills learned in this course.

This course was designed to provide study and application of the foundations of assessment and evaluation related to management of instruction and behavior of individuals with exceptional learning needs (ELN). The course emphasizes issues and skills in selection, administration, interpretation, and use of a variety of assessment tools and techniques in the stages of the decision-making process for management of instruction and behavior. Application of this new knowledge and skill will be through case studies and direct assessment.

This course was designed for student exploration of practical skills and strategies in development and use of programming to meet the academic and behavioral needs of students with disabilities accessing the K-12 general curriculum. Skills will be applicable in a variety of placement settings and service delivery models. Included is a detailed study of purposes and procedures involved in the development of individualized education programs and the selection or design of curriculum-based assessment to plan and evaluate instruction in academics, social behaviors and life skills.

This practicum is designed to provide a structured supervised experience assessing learning, planning and delivery of instruction to students with disabilities accessing the general education curriculum, and gathering data to make decisions about the effectiveness of instruction. Application of skills in planning direct instruction, creating instructional materials, collecting performance data, managing behavior and developing social skills will be emphasized.

This course is designed to provide students with knowledge about intensive remediation methods for students with disabilities who are significantly below grade level. The students will examine intensive instructional methods that address not only reading, writing and math, but also metacognitive processes and support skills.

This course provides field experience opportunities to practice the special education instructional methods developed in EXED 474 and previous courses.

This student teaching experience in the area of special education enables the teacher candidate to apply the education interventions and management competencies acquired in previous courses and fieldwork. The teacher candidate will participate in varied experiences related to the licensure area(s) within special education they are seeking. The teacher candidate has the opportunity to develop their professional skills and ethical understanding of the profession of teaching and how special education fits within this profession. Over the course of the placements, the teacher candidate will assume a range of responsibilities for planning and implementing multiple individualized education programs for students with disabilities. They will experience the many roles of a special education teacher and how collaboration is a key tool in each of those roles. Due to the mentoring of a cooperating special education teacher, the teacher candidate should feel free to take risks in trying new methods and developing their skills. The course is taken on a credit or no credit evaluation criterion. It is repeatable for up to 12 credits and must be taken twice for initial special education licensure.

This seminar is designed to accompany the student teaching experiences. Student teachers will have the opportunity to reflect on their skills, problem-solve school and classroom experiences, increase awareness of the need to continue career-long learning, discuss linkages between program coursework and student teaching experience, explore their own skill level, and plan for their on-going professional development. Seminars in fall and spring will have differentiated content designed to link with the curriculum content being covered in that semester, as well as to the student teacher's experience.

This course is a detailed study of inclusive practices for students with disabilities. This course is part 1 of our Special Education Teaching Methods. The course emphasizes instructional approaches such as task analysis, accommodations, collaborative and co-teaching, along with case management. Focus is on specific understanding quality instruction at Tier 1 and Tier 2 levels in reading, math, written language, study skills and some life skills which would be applied in general education settings and small groups. A co-requisite practicum provides field experience opportunities to practice skills learned in this and previous courses.

This course is designed to provide application and evaluation of group management techniques and individual interventions that teach and maintain emotional, behavioral and social skills. Students will study various systematic behavioral interventions to support the behavior and learning of individuals with disabilities accessing the general education curriculum including positive behavioral supports, functional assessments of behavior and teaching social skills. A variety of data collection procedures to inform their professional practice will be examined. Students will be applying evidence-based practices related to positive behavior supports, assessment of challenging behaviors, and data collection to inform instructional practice and document student response to interventions that improve behavior such that academic learning can occur.

This course provides field experience opportunities to practice the special education instructional methods related to inclusion and assessment being taught in EXED 484 and EXED 474. All previous coursework is expected to be applied as necessary.

This course will provide some foundational knowledge related to individual behavior interventions but is designed to focus on providing application and evaluation of group management techniques and individual interventions that teach and maintain emotional, behavioral and social skills. Students will study various systematic behavioral interventions to support the behavior and learning of individuals with disabilities of all levels including positive behavioral supports, functional assessments of behavior and teaching social skills. A variety of data collection procedures to inform their professional practice will be examined. Students will apply evidence-based practices related to Positive Behavior Supports, assessment of challenging behaviors and data collection to inform instructional practice and document student response to interventions that improve behavior such that academic learning can occur.

This course is designed to allow the student to complete independent study under faculty supervision. May be repeated for credit when course content changes.

Designed to provide an intensive study of a particular topic in special education.

The course covers historical, ethical and legal aspects involving the education of children with disabilities. Definitions and foundational characteristics of teaching children with disabilities accessing the general curriculum are featured. Identification, education and evaluation of academic skills and behavior of students with disabilities are presented. How family, cultural, socioeconomic, and environment impact education are discussed. Professional behavior standards are examined.

An introduction to instructional technology for persons with disabilities. The role of assistive technology in the educational process is investigated. Federal and state guidelines, interdisciplinary team functioning, and program as well as equipment selection are addressed.

The content of this course will focus on the acquisition and development of reading skills for students with disabilities. Content will include: Characteristics of students with reading disabilities; informal assessment strategies, the relationship of oral language to reading; stage-development of reading skills; research-based instructional methods; principles of specialized reading instruction; scientifically-based reading programs for students with disabilities; and collaboration with parents to enhance students' reading skills.

This course offers the student detailed experience in the numerous ways in which educational services are made available to children with disabilities, ages 0 to 5. Particular emphasis is placed on working cooperatively with parents in the development of the IEP and IFSP.

This course is designed to provide an overview of the current issues involved in working with children who have been identified as having a disability on the autism spectrum. Areas addressed will include learning characteristics, current research and factors involved in causation, assessment and diagnosis. We will briefly discuss positive behavioral supports; social skills development; sensory processing, motor planning and sensory integration; and communication and language development as these will be covered in-depth in subsequent courses. A range of instructional methodologies and techniques will be emphasized throughout the course.

This course is designed to provide special education teachers the skills necessary to be collaborative colleagues and advocate for their students with disabilities. The content of the course includes examining the role of collaboration across educational settings and providing knowledge on instructional methods that will allow the special education teacher to be a strong collaborator and advocate for all students with disabilities.

This course is designed to support study of the historical perspectives, models, theories, philosophies, and trends that provide the basis for exceptional education practice. The status of persons with exceptionalities, legislative and judicial mandates and current regulation related to individuals with exceptionalities will be stressed. The role of culture, environment, family education, and government on exceptionalities will be explored.

Current research and practices of characteristics, learning, and behavioral supports for students with low-incidence disabilities accessing the adapted curriculum. Includes students with autism, moderate/severe intellectual disability, traumatic brain injury, severe/multiple disabilities, and deaf-blindness. Contains issues including: age span issues, emotional/behavioral adjustment, social and language development, cognitive functioning, medical aspects, and cultural/ethnic and socioeconomic factors.

An application of various systematic behavioral interventions to the management of behavior and learning of individuals with disabilities. Approaches to teaching social skills are also addressed.

This class focuses on transition assessments that support the planning and development of the Individualized Education Program (IEP) or other plans for quality postsecondary outcomes. Key educational concepts will include student or client participation in the assessment process and the interpretation and dissemination of results. Legal requirements for transition assessments will be learned as stated in law and upheld through due process hearings.

This course provides students with an understanding of and skills to apply classroom and behavior management techniques and interventions, including techniques that promote emotional well-being and that teach and maintain behavioral conduct. These skills are consistent with the norms, standards and rules of the educational environment. Diverse approaches for classroom and behavior management based on behavioral, cognitive, affective, social and ecological theory and practice will be learned.

This class focuses on multicultural transition planning and education through various lenses: intersectionality theory and asset-based pedagogies. This course will explore tools for students to recognize their own and their students' or clients' social and cultural identities, ultimately leading them toward the adoption of culturally responsive and sustaining practices.

This course is designed to explore and address the instructional and assessment needs of students with diverse learning needs in the general curriculum classroom. Focus will be on identifying, prioritizing, using and monitoring instructional and assessment opportunities that are differentiated for diverse learners will be covered. Students will also learn to consider student learning characteristics when making differentiation decisions.

This course addresses the nature and issues of visual impairments. It covers overview characteristics of and services to persons with visual impairments, including the impact of visual impairment on infant/child growth and development, child/adolescent social emotional development and family interaction patterns. It provides a framework for considering the educational, conceptual, psychosocial and physical implications of a vision impairment. Course delivery is in distance education format.

This course is designed to heighten the awareness of participants to specific technology and resources available to enhance and improve the abilities of individuals with sensory impairments to succeed in school, daily living activities and employment. This course is delivered via a distance education format.

This course provides instruction in the development, use, application and evaluation of the Braille literary code and its implications for educational/literacy programs for students with visual disabilities. Students will develop the skills to read and write contracted and uncontracted Braille, and develop the competencies for designing related instructional methodologies for teaching children who are blind to read and write. Students will demonstrate skills in assessing appropriate use of Braille code and Braille curricula. This course is delivered via an online education format.

This course provides the foundation for analyzing the components and essence of orientation and mobility. It establishes how the need for independent travel by individuals with visual impairments created the field of O&M; explores the philosophy and history of orientation & mobility including cane instruction, dog guides and methods of travel; and addresses techniques in developing orientation skills and basic mobility instruction. Motor and concept skill development are emphasized. This course is delivered via a distance education format.

This class focuses on developing leadership skills in transition coordinators to effectively lead and support the needs of individuals with disabilities. The course references prominent theories on leadership, including transformational, situational and distributed leadership, to provide a comprehensive understanding of effective leadership in the fields. Students will gain the capacity to lead change initiatives, develop and implement effective educational programs, and build successful partnerships with caregivers/families and community organizations to promote positive postsecondary outcomes for individuals with disabilities.

This course focuses on developing a thorough understanding of the theory and philosophy of behavior analysis. This includes the philosophy of behaviorism, concepts and principles of behavior analysis, and theoretical approaches to explaining behavior. The topics covered in this class will include behaviorism as a philosophy of science, foundations, history, categories of behavior, selection by conseqences, private events, verbal behavior, epistemology and comparison to non-behavioral interpretations of behavior.

Behavior analysis has four primary branches: behaviorism, basic, applied and professional practice guided by behavior analysis. In this course we will focus on the basic branch of applied behavior analysis. The basic branch of behavior analysis, usually called the experimental analysis of behavior (EAB), provides the building blocks for the field, investigating systematic relations between behavior and its controlling variables, primarily in individual organisms, typically under rigorous laboratory conditions. This course will introduce students to the science of behavior analysis, focusing primarily on EAB, with some coverage of the philosophy of radical behaviorism and some minimal coverage of ABA.

This course provides an in-depth examination of experimental design and data analysis in behavior analysis, with a primary focus on single-case research methodology. Students will learn to differentiate among key methodological concepts, including independent and dependent variables, as well as internal and external validity. Emphasis is placed on identifying and addressing threats to internal validity and understanding the defining features of single-case experimental designs such as prediction, verification and replication. The course explores various design types - including reversal, multiple-baseline, multielement and changing-criterion - and compares their relative strengths to group designs. Students will also develop skills in analyzing, interpreting and critiquing single-case data, and applying these designs to evaluate the effects of behavioral interventions.

This course focuses on the Ethics Code for Behavior Analysts and ethical practice of applied behavior analysis (ABA). Students will explore the ethics code through class discussion and in-class activities. In addition, students will develop skills to engage in effective communication with clients and other relevant parties from backgrounds that may be different from their own.

This class explores the concept of self-determination, with a focus on increasing self-determination in individuals with disabilities. The course will cover the foundations and nuances of self-determination to provide a comprehensive understanding of the concepts and tools needed to promote self-determination in individuals with disabilities.

This course emphasizes the developmental nature of gifted learners and their related learning characteristics and needs. The origins and nature of varying conceptions of giftedness are explored in relationship to appropriate educational services via the differentiated education for gifted learners. This course introduces the historical and theoretical foundations of gifted education.

This course focuses on the differential affective characteristics and needs of students identified as gifted. Traditional beliefs, contemporary research and psychological theories are studied as they apply to helping gifted students discover and effectively utilize their gifts and talents to aid in the development of potential. Students will receive frameworks for discussion with multiple stakeholders and strategies for the development of affective curriculum.

The course content includes an understanding of both the theoretical and practical implementation of the appropriate instructional approaches for gifted learners. Adaptations and modifications to general methods and strategies will be included. Emphasis will be placed on the specific instructional strategies that promote appropriate academic rigor and learner independence. This course is designed to be taken by students who will be completing the gifted add-­on endorsement.

The practicum experience is designed to provide direct experiences with gifted education programming through participation in related services. A planned and coordinated field experience will consist of a minimum of 45 instructional hours of successful teaching experiences with gifted students in a heterogeneously grouped (mixed ability) classroom or a homogeneously grouped (single ability) classroom.

Methods for remediation & adaptation of instruction in academic & functional skills for students with moderate/severe disabilities accessing the adapted curriculum. Emphasizes instructional approaches such as task analysis, systematic instruction, functional/daily living skills, and general curriculum access using adapted content standards. A 10-hour practicum placement (incorporated into this course) provides field experience to practice skills learned in this course.

A detailed study of specialized methods for teaching academic skills to individuals with disabilities. The course emphasizes special education instructional approaches, such as task analysis, direct instruction, diagnostic/prescriptive teaching and strategy training. Focus is on specific remedial methods for reading, math and writing.

This course is designed to provide knowledge in consultation, coaching, case management, co-teaching and collaboration with individuals, families, educators, related service providers and other human service professionals. Service coordination, interagency coordination, models for integration with peers representing diverse skills and abilities, transition facilitation, and training, managing and monitoring paraprofessionals will be studied.

This course is designed to provide an in-depth study of the current issues involved in working with children who have been identified as having an autism spectrum disorder or working on an adapted curriculum. We will review learning characteristics, current research and factors involved with causation, assessment and diagnosis, and positive behavioral supports to set the stage. We will explore social skill development; sensory processing, motor planning and sensory integration; and communication and language development. We will consider a range of instructional methodologies and techniques for providing instruction, support and generalization of skills in these areas.

This course is designed to provide an in-depth look at the behavioral challenges those with a disability in the autism spectrum might have and display. Areas addressed will include behavioral characteristics, current research and factors related to behavioral challenges in this population, positive behavioral supports, Functional Behavioral Assessment and Behavior Intervention Plan Development, implementation and monitoring. We will cover data collection in relation to assessment and monitoring behaviors. We will review only briefly social skills development; sensory processing, motor planning and sensory integration; and communication and language development as these will be covered in much greater depth in other courses. A range of instructional methodologies and techniques will be emphasized throughout the course. Prerequisites include the first two courses in the autism certificate program.

This course is designed to provide in-depth practical application of the knowledge and skills acquired during the preceding course work in autism. Students will apply skills in assessment, planning, implementation, and the review and revision of programming specifically developed to address the needs of student learners or clients with a disability along the autism spectrum. Areas addressed can include learning needs, self-care issues, communication and social skills needs, sensory planning, behavioral challenges, positive behavioral supports, Functional Behavioral Assessment and Behavior Intervention Plan Development, and overall program implementation and monitoring. Students will collect data, develop lessons and behavioral or self-care plans and work with team members to implement, monitor and revise plans. A range of instructional methodologies and techniques will be emphasized throughout the course. Prerequisites include the three courses in the autism certificate program.

This course investigates current issues and controversies in the field of exceptional education. This course is designed to support students' understanding of the contributions of history, policy, and research to the current trends and issues affecting the field. It will also challenge students to apply this knowledge to their practice. Topics covered in this course will change as issues surrounding exceptional education change.

This course will cover contemporary trends and issues in transition services and self-determination. Specifically, this course will discuss assessment practices, transition planning and instructional methods to enhance postsecondary education, employment and independent living outcomes for individuals with disabilities.

A study of modifications needed in the school curriculum to fit the unique needs of the learners with disabilities. Procedures involved in individualized educational plans, and methods and materials for academic and school-related problems of individuals with disabilities are examined.

This course provides an opportunity for students to develop a portfolio demonstrating their professional competencies through classroom practices. Portfolio requirements have been aligned with the National Board for Professional Teaching Standards. This course is designed to support students who would like to apply for National Board Certification, but submission of materials to National Board for Professional Teaching Standards for review is not a component of the course.

This course provides students with an opportunity for detailed study of single-subject research designs, the logic behind these designs, and the application of these designs to classroom-based research with all students.

This course provides field experience opportunities to practice skills in collaborating with professionals and families to support the learning of students with disabilities across educational settings.

A detailed study of psychoeducational assessment procedures and instruments used in determining eligibility, and planning and evaluating instruction for students with mental retardation, specific learning disabilities and emotional disturbance. The course emphasizes administration of formal and informal instruments, interpretation of results, and formulation of individual educational plans based on assessment findings.

A detailed study of curriculum and methods for teaching individuals with learning and behavior problems. The course emphasizes a task analysis approach to developing academic, personal/social and functional life skills.

This course was designed to provide a detailed study of the transitions throughout the educational experience of persons with disabilities; including transitions between IDEA Part C and Part B services, elementary - middle school, middle - high school, and high school - post-secondary environments. Focus is given to the services and skills needed to support successful integration into and functioning within the routines and activities of these settings.

This course will prepare practitioners to successfully use data-based decision making at the individual, class, and school-wide levels. Specific topics will include: (a) principles of measurement theory; (b) selecting and implementing ongoing progress monitoring with a specific focus on reliable and valid curriculum-based measurement tools; (c) process of using curriculum-based measurement; and (d) using data to make targeted instructional decisions.

The content of this course will focus on evidence-based strategies for inclusive classrooms. Specific topics covered will include: (a) inclusive classroom models; (b) strategies to increase active student engagement; (c) instructional design principles appropriate for whole-class instruction; (d) peer-mediated learning; and (e) effective modification and accommodation practices.

This course will focus on issues related to identifying, selecting, implementing, and monitoring the use of evidence-based practices for students who have disabilities or are at risk for academic failure (K-12). Specific topics include: (a) scientifically-based research; (b) access to evidence-based practices and programs; (c) analysis of practices and curricula across content areas, grade levels, and disability characteristics; (d) implementation of evidence-based practices.

This course focuses on applying the principles of behavior to assessment and intervention for clients in need of new skills or improved skills. Students learn the importance of gathering information prior to assessment, then learn about various approaches to assessing the client's skills and preferences. Students investigate and design a variety of behavior-change procedures that promote skill acquisition, and develop skill acquisition assessments and interventions centered around the client's unique needs.

This course focuses on applying behavior principles to assessments and interventions designed to reduce interfering behaviors and increase socially significant replacement behaviors. Students select and design functional behavior assessments (e.g., descriptive and functional analyses), and interpret assessment data to determine why interfering behavior is occurring and identify replacement behaviors. Students use behavior principles to select and develop function-based behavior-change procedures, and interpret data from behavior change procedures to determine the effects of interventions.

This course is designed to provide the student with an introduction to educational programming for children with disabilities, ages 0 to 5. Particular attention is given to federal legislation, state procedures and practice, and the status of children served in early childhood special education and early intervention programs.

This course provides a student with exposure to screening, assessment and diagnostic procedures used in the identification of children with disabilities, ages 0 to 5. A case study approach to diagnosis is emphasized. Family assessment is also an integral part of the course.

This course is designed to acquaint students with curriculum, methods and materials related to establishing and maintaining programs for children with disabilities, ages 0 to 5. Attention is directed to designing developmentally appropriate environments in a variety of settings.

Students will learn procedures for how to effectively manage and supervise behavioral staff members working under their direction. This course emphasizes using applied behavior analysis principles and behavior change procedures to train personnel to competently perform behavioral assessment and intervention procedures. This course also focuses on the application of ABA to change behavior at the organizational level.

This course is designed to give the special educators exposure to working with children (birth through 21) who have disabilities that include significant medical issues. The role and function of special educators as team members are addressed. The role of related technology will receive extensive attention, as will issues of etiology and remediation.

This is the introductory field experience with infants and toddlers with disabilities. Settings include medical centers, rehabilitation facilities and community-based programs. Students are expected to demonstrate competencies which have been developed in early childhood special education courses.

This is the introductory field experience with children with disabilities, ages 2 to 5. Settings include medical centers, rehabilitation facilities and community-based programs. Students are expected to demonstrate competencies which have been developed in early childhood special education courses.

This course is designed to develop or enhance knowledge and skills about best special education practice in assessment, evaluation, and IEP and program development for those preparing to teach K-12 students with disabilities in the adapted curriculum. Four major components will be addressed: understanding the process of initial diagnosis and evaluation for establishing/maintaining eligibility for services and identifying needed supports and services; using a variety of assessment tools to create a strong foundation for the IEP; developing a meaningful IEP that includes educationally relevant functional and academic goals and identifies the specially designed instruction, accommodations and assistive technology that may be required; and using a variety of assessment tools to evaluate student progress for the IEP, including state and national assessments.

This course provides an introduction to anatomy and physiology of the visual system and the educational implications of visual pathology. Topics include anatomy of the human eyes, normal visual development, pathology of the eye, examination procedures for the identification of visual pathology, and the effects of pathology on visual learning and development. This course is delivered online.

This course provides basic instruction on transcription of advanced Braille codes, including: music, foreign language, chemistry, computer Braille, and Nemeth Code (Braille math code). It introduces techniques for teaching skills in each code. It explores technology tools to create Braille and tactile materials in addition to other assistive technologies used for instruction in math and science. This course is delivered via a distance education format.

This course emphasizes methods of teaching compensatory skills, the core curriculum, and technology for use by students who are blind and visually impaired. It addresses curriculum development, adaptations, and teaching methodology for individuals with visual impairments. It provides information on adaptations within various educational programs and adaption of general education classroom materials and procedures for use by children and youth with visual impairments. This course is delivered online.

This course provides students with knowledge and understanding of the educational assessment of students with visual impairments and additional disabilities including deaf-blindness. Students practice assessing, planning and evaluating the educational programs for students with visual impairments. Also covered in this course are assessment technologies for students with visual impairments; determination of learning needs and appropriate learning media; and the relationship of assessment, IEP development, and placement in working with individuals, their families, and educational and service providers. This course is delivered via a distance education format.

This course is designed to allow students to practice the basic applied behavior analysis (ABA) methods. This is designed to be taken repeatedly as the students move through the Behavior Specialist MEd program and develop their ABA skills.

This practicum provides a structured supervised experience in selecting and using specialized methods for teaching academic skills, group management techniques and individual interventions that teach and maintain emotional, behavioral and social skills instruction to students with disabilities, and gathering data to make decisions about the effectiveness of intervention. Students will also have the opportunity to refine knowledge and skill application from previous program work.

This practicum experience is designed to allow students to have experiences working with special education students who are working in an adapted curriculum. May repeat up to nine credits.

This course provides an understanding of the development of emergent and early literacy in developmentally-typical learners and learners with complex language and learning needs participating in the adapted curriculum. The course examines the inter-relationship of language and literacy development and the strategies for promoting emergent literacy for students with complex needs.

This class focuses on the importance of caregivers/family involvement, interagency communication and collaboration, and community involvement to improve postsecondary outcomes for individuals with disabilities. The course references the challenges and opportunities facing individuals with disabilities as they transition into postsecondary education, employment and independent living settings. We will explore how to build effective partnerships between caregivers/families, educators, direct service providers and community organizations to create a coordinated and collaborative system of support.

Advanced, supervised teaching experiences in the areas of learning and behavior disorders enabling the student to develop and apply the knowledge, management, instructional skills and professional dispositions acquired in previous course work and relevant field experiences. Students will receive developmental and evaluative feedback. Course graded on an S/U basis and may be repeated for credit.

A supervised non-teaching experience in a setting related to populations with disabilities in order to provide the student the opportunity to demonstrate competencies developed in previous course work.

This class focuses on applying research-informed and evidence-based interventions to increase self-determination in individuals with disabilities in classroom, work, home and community settings. The course builds on the knowledge from a previous self-determination course. It will cover advanced topics such as the application of self-determination interventions for young children, transition-age students and adults with disabilities within a variety of contexts, including schools, vocational settings and postsecondary education.

The course content includes the design and development of differentiated curriculum for gifted learners, as well as models for instruction. The emphasis of the course is the adaptation and modification of existing curricula, how to design new curricular materials for gifted learners and how to effectively deliver instruction. Course participants should develop an understanding of both the theoretical and practical implementation of the appropriate instructional approaches for gifted learners, including critical thinking, creative thinking, problem-solving and inquiry.

This class focuses on the many opportunities for teachers to infuse transition-focused education into teaching and learning activities for their preschool and elementary-age students. This course will cover topics that will help children build self-determination and career awareness as well as increasing caregiver/family knowledge about the longitudinal nature of transition planning.

The course content focuses on the seminal and current issues related to the recognition and education of giftedness in individuals from birth through the life span. Participants will examine the critical issues facing the field of gifted education as well as future directions. This course is designed to be taken by students who will be completing the gifted add--on endorsement.

Designed to accompany EXED student teaching. Provides opportunity to reflect on skills, problem-solve school and classroom experiences, increase awareness of the need to continue career-long learning, discuss linkages between program coursework and student teaching experience, explore skill level and plan for on-going professional development. Seminars have differentiated content designed to link with the curriculum being covered in that semester, as well as to the student teacher's experience.

This class focuses on developing leadership skills in youth with disabilities linked to self-determination. The course builds on the knowledge from previous self-determination courses. Students will explore how to support individuals with disabilities in developing leadership skills that can help them advocate for their own needs and goals and influence change in their communities.

Provides the opportunity for directed reading and research in a student's area of concentration. This activity must be done in the major field of study. May be repeated for credit.

This course represents a "directed project" approach to research, in which students identify problems then systemically design, develop and implement an educational intervention. The project in this course must be related to the transition of individuals with disabilities.

Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.

This course is graded on a satisfactory/unsatisfactory (S/U) basis.