Covers development and implementation of Individualized Education Programs (IEP). Content is aligned with requirements of the Individuals with Disabilities Education Act, such as evaluation, eligibility, initial meeting, provision of service, assessment of progress, review meeting, and reevaluation. Additional topics include present level of performance, transitions, and work with families, among others.

Examines the learning needs of students with a wide variety of disabilities with a special emphasis on academic and behavioral strategies and assessments for the inclusion of students with disabilities in general education settings. Students will become aware of specific accommodations and modifications, as well as the need for specially designed instruction and systemic behavioral practices to support K-12 students. Students will also receive an overview of the requirements of special education law as outlined in the Individuals with Disabilities Education Act (IDEA) and learn how to read an Individualized Education Program (IEP).

Defines severe disabilities or low-incidence. Explores the characteristics of individuals identified with severe disabilities, their unique educational and service delivery needs, family and community issues, theoretical approaches, as well as instructional strategies, applications and supports. Emphasis given to effective teacher practices, age-appropriate programming, positive behavioral support, communication skills, and collaborative teaming for ensuring students maximize their potential.

Examines issues related to Emotional Behavioral Disabilities (EBD) including law and policy, racial and ethnic disparities, and historic and philosophic approaches that inform current programming. Prevention and intervention strategies covered, including individual and system-side perspectives that integrate mental health, academic instruction and behavioral interventions. Etiology, medical and educational diagnosis, characteristics of internalizing and externalizing behaviors, as well as family and community issues investigated.

Teaches diagnostic and evaluative procedures commonly used with exceptional children. Includes construction of criterion referenced tests and curriculum based assessment; use and interpretation of formal and informal tests, and procedures and related ethics procedures, and related issues.

Defines learning disabilities (LD) and Attention-deficit/hyperactivity disorder (ADHD) according to Individuals with Disabilities Education Act and National Institute of Mental Health. Covers a range of concepts associated with LD and ADHD including signs and symptoms, assessment, intervention, teaching strategies, family support, and language.

Focuses on diagnosis of reading strengths and weaknesses; of correlates of reading problems; and analysis and selection of methods and materials for reading instruction of special needs children, including children who speak English as their second language.

Focuses on an in-depth explanation of applied behavior analysis and classroom management strategies useful in meeting the needs of children and youth with behavioral disabilities.

This course revisits and deepens material introduced in the Introduction to Equitable Teaching course. Students apply their learning in relation to their experiences in internship by exploring topics such as family engagement, social-emotional learning, Since Time Immemorial, technology in the classroom, working with paraeducators, and other state and national initiatives. This seminar also covers procedures for mandatory reporting and considers an array of professional issues including teacher wellness, professional conduct, identifying signs of abuse, youth violence, and emotional distress. Typically offered: Winter, Spring.

Examination of a current topic or issue.