ED: Special Education (EDSE)
Prerequisite or corequisite: EDSE 531 or EDSE 250. This course provides an introduction to instructional strategies and organization of activities, including Universal Design for Learning, curriculum, media, materials, and physical environment for students in grades 6-12 accessing the general Standards of Learning curriculum. Candidates will develop skills to plan and deliver instruction in a variety of educational settings such as inclusive classrooms, resource rooms and self-contained classes. A continued focus will be on assessing and monitoring student performance, adapting instructional interventions based upon students’ response to intervention, and selecting evidence-based practices that have the greatest likelihood of success. Field experience required.
Prerequisite or corequisite: EDSE 531 or EDSE 250. This course focuses on the characteristics of students with mild disabilities and the application of elementary school curriculum through teaching and learning models for general and special education. This course allows the prospective teacher to explore and develop ways to adapt curriculum and accommodate students with disabilities in a variety of educational settings. Topics include characteristics and educational needs of students with disabilities who are accessing the general curriculum, instructional planning, individualized educational planning, mathematics education, assessment and evaluation techniques, and the use of assistive technology. Field experience required. Student enrolled in the 5-year Special Education pathway must take EDSE 250 as a prerequisite.
Prerequisite: EDSE 531 or EDUC 351A; and EDUC 388 or EDUC 385. The study of language development provides a context for understanding and diagnosing language and reading problems. Topics include normal and abnormal language development patterns, basic reading skills, explicit phonics instruction, multisensory structured language programs, comprehension, assessment and evaluation, and effective language, reading and writing instructional strategies for students with disabilities. Field experience is required. Cross listed as EDSE 421.
This course presents an overview of the historical basis and regulatory requirements related to special education, including the individualized education program (IEP) as a legal document and the rights and responsibilities of parents, teachers, and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial, and ethical issues involved.
Prerequisite or corequisite: EDSE 531 or EDSE 250. This course focuses on how to utilize a variety of positive behavior management strategies within the classroom to increase the learning of students with emotional disturbance, learning disabilities- mental retardation and autism. Applied behavior analysis provides the basis for the implementation of systematic classroom and individual behavior management plans. Intervention in crisis situations is also addressed.
Prerequisite: EDSE 531 and EDSE 512, EDSE 519, or EDSE 541; or EDSE 421 and EDSE 305. This course examines a variety of formal and informal approaches to assessing and evaluating student learning and behavior. Experiences are provided in selecting, administering, and interpreting norm-referenced, criterion referenced, and curriculum-based measures; participating in eligibility decisions and response to intervention programs; developing instructional plans; and monitoring the progress of students with disabilities in the K-12 setting. Cross listed as EDSE 434.
Prerequisite or corequisite: EDSE 531 or EDSE 250. This course is designed to enhance collaboration- consultation- and communication skills as they relate to working with other teachers and professionals- assisting others in working effectively with students with exceptionalities- and involving families in the education of their children with disabilities. The course also emphasizes coordination with community agencies- other professionals- and the family to plan for life transitions- including self-advocacy- post- secondary training- career development- and life skills.
This course will teach educators about the disabilities under the category of Autism Spectrum Disorders, with an emphasis on autism, Asperger syndrome, and pervasive developmental disorder-not otherwise specified. This course will include a discussion of the core behavioral and secondary characteristics, as well as the known physiological components associated with these disorders. Students will learn about the prevalence as well as the common theories on etiologies. Dual diagnoses, co-morbidity, along with medical issues will also be discussed. Additionally, a review of the characteristics across the lifespan, from infancy and childhood through adulthood, will be provided. Family concerns and considerations will be discussed in the context of age, development, and need for support.
This course teaches educators how to review assessment date to choose and implement effective teaching strategies and curricula for students with autism spectrum disorders. This course reviews current reserach-based strategies used to support students with autism in the areas of communication, sensory issues, social skills, and academic learning. Interventions convered include structured teaching, social skill development, aspects of applied behavior analysis, language/communication interventions, and sensory integration. Educators gain exposure to various curricula to support students in these areas.
Prerequisite or corequisite: EDSE 531 or EDSE 250. This course provides an examination of characteristics of students with various disabilities which may require functional, academic and community support in their educational plan. Medical, sensory, positioning, and communication interventions are discussed. Person centered planning and social skill development in addition to academic adaptations and functional curriculum are addressed. Field experience required.
This course provides an understanding of educational models, methods, and resources employed in teaching students with developmental disabilities requiring an adaptive curriculum. Planning and implementing group/IEP programs for students of all ages is emphasized. Topics include: collaboration with families/professionals, classroom structure, teaching social skills through play, utilizing adaptive technology to improve communication, and understanding core deficits to modify curriculum and instructionally accommodate students with developmental delays, including autism. Students will run UMW Play Lab, part of the UMW Autism Clinic.
This course focuses on new and current educational trends in special education. (May be repeated for credit with a change in topic and faculty permission).
This is the capstone experience of the Special Education Initial Licensure Five Year Pathway. The prospective special education teacher is challenged to blend personal and educational experience to teach in the classroom under the mentorship of a skillful practicing teacher. The internship is a 14-week field-based teaching experience in two different special education settings and grade levels. Self-analysis and reflection on planned and implemented instruction, and conferencing the mentor teacher and university supervisor are prominent aspects of the experience. Prospective teachers meet as a group throughout the experience for seminars and workshops. The experience and seminars are designed to assist the teacher candidate with performance of the required program standards and competencies, which must be demonstrated to successfully complete the special education initial licensure program.