Course ePortfolio

N/A

Pedagogical Approach

This course was designed as a fully online course; however, it can be adapted for a hybrid or traditional face-to-face modality. 

Learning Outcomes

·       Understand key terms and concepts in special education. 

·       Understand state and federal legislation and case law that have affected the education of students with disabilities in the least restrictive settings. 

·       Understand appropriate practices based on legal and ethical standards (e.g., due process, procedural safeguards, confidentiality, access to general education, least restrictive environment, transition planning, and free appropriate public education). 

·       Understand the required components of Individual Educational Plans, Family Support Plans, and Individual Transition Plans. 

·       Understand the classification systems and eligibility criteria under the current Individuals with Disabilities Education Act (IDEA). 

 ·       Understand effective methods of communication, consultation, and collaboration with students, families, parents, guardians, administrators, teachers (general education and special education), paraprofessionals, and other professionals as equal members of education teams. 

·       Identify strategies for developing successful working relationships with parents and other family members. 

·       Understand the roles of general and special educators in collaborative, inclusive teaching environments. 

·       Understands the need for differentiation, and for accommodating and modifying, assessment, instruction, and materials to meet individual student needs, including those who are culturally and linguistically diverse. 

·       Identify models of support (focus on Universal Design for Learning - UDL) for providing assistance in general education curricula. 

·       Select relevant curricula appropriate for a given student's age, instructional needs, and functional performance across settings. 

Understand the Response to Intervention/Multi-tiered process and teachers’ roles in tiered instruction. 

·       Identify assessment strategies and procedures (e.g., observations, performance-based assessments, interviews, and portfolios) and their appropriate use.

·       Identify instructional practices that reflect individual learning needs and incorporate a wide range of learning strategies and specialized materials to create an appropriate instructional environment for students with disabilities including those who are culturally and linguistically diverse. 

·       Analyze educational activities to assist in the determination and development of accommodations and modifications that allow students with disabilities to participate in a meaningful way. 

·       Identify strategies for co-planning, co-teaching, and co-assessment. 

 

·       Develop the belief that collaboration with colleagues and parents is a critical part of the special education process. 

·       Develop the belief that students with disabilities have the right to receive some or all of their educated in inclusive settings. 

Develop the belief that students with mild disabilities including those who are culturally and linguistically diverse can be successful learners in the general education classroom. 

Assessment

This course was developed to have an assessment at the culmination of almost every module. You can find a list of assessments here. 

Other Information

None