Introduction to special education law, the referral and evaluation process, definitions for federal and state disability classifications as well as the associated behavioral and learning characteristics for students within the areas. All classifications will be discussed with extra focus on learning disabilities, mental retardation, ADHD, autism, and emotional and behavioral disorders. Exploration of concepts such as the social construction of disability, the development of a sense of self, stereotypes, prejudice and stigma. The overarching goal for the course is that candidates understand the terminology and general learning needs associated with disability areas while always keeping the person-first in their perceptions and actions.
This course builds upon the foundational knowledge related to special education law and classifications in CPSY 1001. Specifically, areas of service for individuals with disabilities and their families will be examined in this course, such as IEPs, IFSPs and community agencies. Familiy structure and functioning will be discussed as a means of understanding the interconnection between home, school and community. In addition, the role of stigma and disability will be discussed with a focus on why it develops and how to counter it. The end of the course translates theory to practice with methods and materials associated with serving students with special needs in the classroom.
Theoretic constructs underlying learning disabilities and behavioral manifestations of the learning disabled in the home and academic environments. Support systems, pertinent legislation and recent issues. (Formerly EDST 2101)
This course will focus on developmental disabilities such as: autism, intellectual disabilities, and cerebral palsy. Three themes provide the framework for the course: (i) speech and communcation challenges; (ii) educational program options and supportive interventions, and (iii) transition programs. Assistive technology will be discussed as a tool in these areas.
Basic principles of psychological, developmental and educational testing, diagnosis and assessment. Consideration and evaluation of the types of tests commonly used in special education. Introduction to diagnostic and assessment processes and report writing. Discussion of controversial issues. Lab fee. (Formerly EDST 3103)
Numeracy strategies to support students with disabilities in inclusion classrooms will be presented and applied by candidates in their field placements. RTI (response to intervention) related to numeracy strategy decision making will be discussed.
This course provides an introduction to those with no experience with sign language. A focus on vocabulary development for everyday activities and visual recognition of finger spellilng and signing is emphasized. (Formerly EDST 4103)
This course is for candidates who have taken Sign Language I or have had practical use of sign language in other contexts. Development of conversational ability and applied use is emphasized. (Formerly EDST 4104)
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