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  • Intervention Specialist Licensure Program Course Descriptions

    Spring 2015

    EDU 505 Technology and Learning 

    This course is designed to investigate the issues, concepts, and philosophical considerations that support the integration of technology in education in the digital age. Emphasis will be on the effective integration of appropriate technology as tools for teaching and learning. Universal design for learning (UDL) principles will be applied in teaching and assessing for student learning (Higher Education Opportunity Act, 2008). The development of new teaching strategies and resources will be aligned with intent of the Individuals with Disabilities Education Improvement Act, IDEA (1990, 1997, 2004), National Education Technology Plan (2005), legislative and judicial mandates, and professional, state and national standards. This course is designed to prepare teachers with the knowledge, skills and dispositions to integrate technology to teach every student in the 21st Century.

    EDU 640 Methods of Teaching Students with Mild to Moderate Special Needs K-12 

    Developing, selecting, and integrating instructional media/technology and materials, assessments, making curriculum adaptations, and providing effective instructional methods to teach students with mild to moderate special needs.  Further this course focuses on writing and aligning IEP goals and objectives for students with mild to moderate special needs to the Common Core State Standards.  The RTI/MTSS and ETR/IEP procedures and processes will be applied for mild to moderate special needs.  Candidates will develop a case study for two (2) students with disabilities.  Includes field experiences in grades K-6, and 7-12 settings with students who have special learning and behavioral educational needs. Co-requisite EDU 642 Practicum I for Intervention Specialist K-12 

    EDU 642 Practicum I for Intervention Specialist K-12  

    The practicum is a semester course that provides licensed teachers with the opportunity to apply the theory into practice in teaching K-12 mild to moderate (MM) and/or moderate to intensive (MI) exceptional students. The practicum includes a minimum of 15 field experience hours in a K-6 grade (MM and/or MI) classroom and a minimum of 15 field hours in a 7-12 grade (MM and/or MI) classroom during the semester.Co-requisites:  EDU 640 Methods of Teaching Students with Mild to Moderate Special Needs K-12 and/or EDU 505 Technology and Learning 

    Summer 2015

    EDU 512 Applied Behavior Analysis and Transition for Intervention Specialists K-12  

    Identify, analyze, synthesize, and manipulate environmental factors contributing to social, emotional, and behavioral competencies in children. Knowledge of how to assess the individual behavioral needs of children with disabilities using functional analysis and functional behavior assessments and use that data to write behavior plans. Implement behavioral strategies and adaptations in working with students with disabilities.  Knowledge of the transition planning process, ability to write transition plans and monitor progress towards meeting transition goals. There is a 15-hour field component.

    EDU 510 Collaboration with Parents, and Professionals for Intervention Specialists K-12 

    This course is designed to teach the skills necessary for initiating, maintaining and implementing communication, collaboration and cooperation between educators, other school personnel and parents of children with special needs.  Develop knowledge, skills, and dispositions to support students with disabilities (e.g. Multi-Tiered Systems of Support, MTSS) in the general education classroom and during the ETR/IEP process.   Additional emphasis will be placed on teaching strategies involved in teaming, consultation, and co-teaching.  There is a 15-hour field component.

    Fall 2015

    EDU 514 Assessment for Intervention Specialists K-12 

    This course is designed to teach a practical, step-by-step approach in learning the complex procedures of the assessment process  (ETR/IEP) and assessments (e.g. WISC-R) used to determine eligibility (IDEA, 2004). Demonstrate understanding of the assessment process according to the regulations of IDEA (2004) for eligibility, to determine services (IEP/ETR) and to create formative and summative assessments to inform instruction to achieve IEP goals and to analyze outcomes.  In addition, the course will analyze and synthesize the following aspects of assessment: the measurement aspects of RtI, ETR, IEPs, and transition issues and assessment, assessment in infancy and early childhood, adolescence, progress monitoring – particularly progress monitoring as applied to the acquisition of knowledge and skills, and the increased consideration of students from culturally and linguistically diverse backgrounds in the assessment process.
    Co-requisite EDU 643 Practicum II for Intervention Specialist K-12 

    EDU 641 Methods of Teaching Students with Moderate to Intensive Special Needs K-12  

    Developing, selecting, and integrating instructional media/technology and materials, assessments, making curriculum adaptations, and providing effective instructional methods to teach students with moderate to intensive special needs.  Further this course focuses on writing and aligning IEP goals and objectives for students with moderate to intensive special needs to the Common Core State Standards. Alternative assessment will be highlighted and applied along state guidelines for students with moderate to intensive special needs.  Candidates will develop a case study for two (2) students with disabilities.  Includes field experiences in grades K-6, and 7-12 settings with students who have moderate to intensive special learning and behavioral educational needs. Co-requisite EDU 643 Practicum II for Intervention Specialist K-12. 

    EDU 643 Practicum II for Intervention Specialist K-12  

    The practicum is a semester course that provides licensed teachers with the opportunity to apply the theory into practice in teaching K-12 mild to moderate (MM) and/or moderate to intensive (MI) exceptional students. The practicum includes a minimum of 15 field experience hours in a K-6 grade (MM and/or MI) classroom and a minimum of 15 field hours in a 7-12 grade (MM and/or MI) classroom during the semester. Co-requisites:  EDU 641 Methods of Teaching Students with Moderate to Intensive Special Needs K-12 and/or EDU 514 Assessment for Intervention Specialist K-12