Special Education

A survey of the special education area for majors and non-majors, designed to acquaint the student with the special needs of learners categorized under all areas of exceptionality. Introduces methods for identifying, planning, and working effectively with exceptional children in the regular classroom. Emphasis on etiology, physical, and educational characteristics. The pre-service teacher is taught to recognize and refer exceptional learners for assessment, as well as design and implement individualized programs, instructional strategies, and classroom management strategies.

This course introduces Social, Emotional, and Academic Development (SEAD) competencies: Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills and their significance for educators to model SEAD skills and create meaningful, healthy relationships with students, peers, and community members. Course assignments and activities will highlight how SEAD competencies can increase professional impact and desired workplace outcomes.

This course introduces educators to current state policies and future state needs related to Social, Emotional, Academic Development (SEAD) competencies (self-awareness, self-management, social awareness, relationship Prerequisite: Must have completed EDSP 418.

The purpose of the course is to provide students with the understanding of theory, principles, procedures, and legal requirements for working toward collaborative partnerships among families, professionals, students, and other stakeholders to meet the transitional needs of the individual student with a disability. Also focuses on the importance of parent involvement with the individual student.

This course introduces educators to practical strategies and instructional approaches to embed Social, Emotional, Academic Development (SEAD) competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills) and related lessons into their personal and workplace practices. The SEAD applications presented in this course can be used to strengthen SEAD instruction and support services across Pre-K to 12th grade levels and reinforce school-family-community relationships. Ten teaching practices that support teaching strategies to use in classrooms to support a positive, engaging, and inclusive classroom experience for students and teacher will be highlighted. SEL skills targeted by evidence based SEL programs will be investigated. Course assignments and a personalized action plan will further introduce methods to leverage SEAD competencies as a way to increase professional impact and desired workplace outcomes for modeling, teaching, and implementing SEAD. Prerequisite: Must have completed EDSP 418 and EDSP 428.

Provides an overview of educational laws/practices that influence the identification, placement, and instruction of students with mild to moderate disabilities. Instructional practices will include academic accommodations, social skills, and classroom management. Prerequisite: Must have taken EDSP 301.

Special instructional methods for students with mild to moderate disorders. Includes instruction in IEP goals and objectives. Prerequisite: Must have completed EDSP 301 and be enrolled in EDSP 484.

This course introduces educators to practical Social, Emotional, Academic Development (SEAD) assessments that measure self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills in youth and adults. This course identifies methods to monitor SEAD competency development to help improve future SEAD program needs across educational levels. Course participants will gain practical skills to evaluate SEAD growth and its relationship to whole-student success. Finally, personalized action planning will help ensure that class participants are making intentional progress towards their professional goals and SEAD related outcomes. Prerequisite: Must have completed EDSP 418 and EDSP 428 and EDSP 438.

Formal and informal methods of assessing students with disabilities: academic, language, motor, perception, and social skills. Interpretation of assessment and application to program needs. Prerequisite: Must have taken EDSP 301.

Developing, implementing, and evaluating, behavior management techniques, including social-emotional and academic development for general and special education classrooms. Focus will also include assessment and intervention into problem behaviors. (This aligns with a recent course change in EDSP 453 from UNR.) Prerequisite: Must have completed EDSP 301 and be enrolled in EDSP 485.

Specific training in (a) implementation of Multi-tiered Systems of Support intervention models and (b) identification of evidence-based strategies and interventions to support students identified as at-risk or with disabilities. Prerequisite: Must have completed EDSP 301 and EDSP 453.

Clinical and Field Experience in an elementary special education setting. Students will spend approximately 25 hours observing and in a special education setting in the public schools. [S/U] Prerequisite: Must have completed EDSP 301 and be enrolled in EDSP 443.

Clinical and Field Experience in a secondary special education setting. Students will spend approximately 25 hours observing and teaching in a special education setting in the public schools. [S/U] Prerequisite: Must have completed EDSP 301 and be enrolled in EDSP 453.

Student Teaching Internship. Prerequisite: Must be admitted into the Teacher Education Program and be enrolled in EDEL 491.