ED: Special Education (EDSE)
Prerequisites: EDUC 206 and EDUC 207; Corequisites: EDUC 290 and EDUC 291. This course presents an overview of the historical basis and regulatory requirements related to special education, including the individual education plan (IEP) as a legal document and the rights and responsibilities of parents, teachers, and schools. The characteristics of elementary and secondary learners with disabilities and their educational and medical implications are examined, as well as the cultural, familial, and ethical issues involved.
Prerequisite: EDUC 203 or 204. This 3-credit course will teach students about the characteristics of individuals diagnosed with disabilities that fall under the category of Autism Spectrum Disorders (ASDs). This course will include a discussion of the core behavioral and secondary characteristics of autism as well as the known physiological components associated with these ASDs. Students will learn about the prevalence as well as the common theories on etiologies. Dual diagnoses, co-morbidity, educational concerns and medical issues will also be discussed. Additionally, a review of the characteristics across the lifespan, from infancy and toddler-hood through adulthood will be provided. Family concerns and considerations will be discussed in the context of age, development, and need for support. Field based experience required.
Prerequisites: EDUC 351A and EDUC 385 or EDUC 388. This course prepares pre‐service teachers to apply evidence -based teaching and assessment practices for the instruction of Virginia Mathematics Standards of Learning (SOL) content strands at the elementary and secondary levels to students with disabilities.
Prerequisites: EDUC 351A and EDUC 385 or EDUC 388. This course prepares students to work with K-12 students with varying disabilities who are transitioning throughout the educational experience. These skills include consultation, case management and collaboration with general educators, service providers and parents. Additional topics include postsecondary education, training, employment, and independent living skills in relationship to technology, community resources, self‐advocacy, self‐determination, guardianship, and legal requirements.
Prerequisites: EDUC 351A and EDUC 385 or EDUC 388. 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 required. This course is cross-listed as EDSE 521.
Prerequisite: EDSE 305 and EDSE 421. 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. This course is cross‐listed as EDSE 534.
Prerequisite: EDSE 434. Corequisite: EDSE 450. This course prepares students to work with K-12 students with disabilities who are accessing the general curriculum across the K-12 grade levels. Topics include legal and regulatory requirements in special education, instructional planning, individualized education planning, assessment and evaluation, collaboration, and co‐teaching.
Prerequisites: EDSE 434. Corequisite: EDSE 439. In this teaching lab course, students will develop and demonstrate proficiency in monitoring student progress, using educational technology, evaluating practice, and reflecting deeply on their professional teaching practices in preparation for the full-time internship. Students will develop and teach four lesson plans for a minimum of five hours of instructional time, one of which will be video recorded, and reflect on their implementation.