This course provides an introduction to the strengths and needs of persons with disabilities, with implications for identification and educational programming for regular and special educators. Legislation and case law addressing the rights of individuals with disabilities are discussed.

Fall

This course provides historical and philosophical perspectives in literacy instruction. The results of research in such areas as emergent literacy, cueing systems and comprehension, reading interests, current literacy methodologies, and diversity of learners in schools are examined for application in classroom practice.

Fall

This course examines the organization, development, implementation and improvement of reading and writing programs in public schools grade K through 12 at classroom, building and district levels. Prerequisite: RDG 530 or consent of instructor.

Fall

Students gain direct experience in the use of curriculum, methods, and materials for learners with special needs. Additional topics include assessment, modifi cations, adaptations, learning strategies, direct instruction and collaboration.

Spring

Spring

Practical techniques for managing student behavior and for facilitating parent involvement in the education of students with disabilities will be presented. Classroom management techniques for challenging and socially inappropriate behaviors will be emphasized. Prerequisite: SPD 535.

Summer 1

This course addresses basic measurement principles, formal and informal assessment, and the connection of assessment to instruction. Students gain experience with diagnostic tools for assessing achievement, social behavior, adaptive behavior, language, and perceptual-motor skills.

Summer 1

This course is designed to acquaint students with the theory, problems, ethical standards, and techniques of administering individual tests of intelligence. Specifi cally, each student will learn to administer, score, and interpret the latest edition of the WISC, WAIS, and the WPPSI.

Summer 2

This course will focus on theories, characteristics, and treatment of mild, moderate, and severe behavioral disorders in children and youth. Issues involving defi nition, classifi cation and intervention for remediation of such disorders as aggression, autism, depression, and delinquency will be covered.

Fall

Course content centers upon a rationale for instruction of students with mild to moderate disabilities and presents a variety of methods, materials, and instructional strategies.

Fall

This course presents a study of the research and professional literature concerning persons with learning disabilities and other mild-to-moderate special needs. History, theories, learning educational practices, social issues, and lifespan needs also are addressed.

Spring

This course is designed to provide an in-depth study of the strengths and needs of persons with mental retardation and other low-incidence disabilities. Topics addressed include etiology, family partnerships, educational needs, inclusive programs, and transition issues across the lifespan.

Spring

This course prepares students for the role of the educational diagnostician. Topics addressed include special education law, consultation and collaboration, second language learners with special needs, and research-based “best practices” in special education. Prerequisite: SPD 677, SPD 537, PSY 595

Summer 1

This course provides instruction and practice in administration, scoring, interpretation, and reporting results of individual tests and assessments for young children, individuals with mental retardation, and persons with low-incidence disabilities. Informal techniques such as play-based assessment, portfolio assessment, and contextual assessment are presented. Prerequisites: SPD 537, SPD 595.

Summer 1

Fall

This course provides a fi eld-based practicum under the direction of a certifi ed educational diagnostician. It is designed to provide intensive study in the role of the educational diagnostician. Prerequisites: Permission of instructor.

Fall