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.