Learning occurs when new information is connected to prior knowledge, personal experiences, and interests.
Dr. Light Shriner has had a cross disciplinary training and she approaches the preparation of teachers and other future professionals in a similar manner across all age ranges and settings. She has a Ph.D. in Educational Psychology with an Emphasis in Special Education and Severe Disabilities and is a BCBA-D (Board Certified Behavior Analyst at the Doctoral Level). She has been trained in applied behavior analysis, augmentative and alternative communication, special education, educational psychology, and therapeutic recreation. She has expertise working with individuals with moderate to severe intellectual and physical disabilities, individuals with challenging behaviors, and individuals with disabilities on the autism spectrum. She values inclusive collaborations, family involvement, respectful language, and curricular adjustments or accommodations to support people with disabilities and their families.
BCBA-D (Board Certification in Behavior Analysis as the Doctoral Level), Applied Behavior Analysis, Behavior Analysis Certification Board, 2014
Within her position as an Assistant Clinical Professor, Dr. Light Shriner supports the Department of Special Education by teaching core courses and supervising future educators in practicum settings. Dr. Light Shriner's specific research interests include identifying and implementing appropriate interventions to teach functional communication alternatives to challenging behavior and the use of visual supports to increase understanding of language and expectations of preschoolers with challenging behavior and/or autism. She is also interested in investigating ways of teaching appropriate adult social skills to individuals with high functioning autism by teaching college students to be effective peer mentors and coaches.
Co-Principal Investigator Assistive Technology, Office of Educational Technology,
Dr. Light Shriner believes that teaching is more than disseminating information. Teaching is an interactive process with students that involves telling a story, connecting known knowledge with unknown or unfamiliar information, and providing opportunities to investigate areas of interest. Teaching is a process that involves experiences and reflection to find the meaning for each individual. Dr. Light Shriner strives to share the story of people with disabilities and help students make meaning from the story. She strives to help students expand the way they think about and approach problems and circumstances. An important part of teaching is listening. Dr. Light Shriner embeds opportunities for students to reflect and make connections between their own lives and the information they are learning. It is the exchange of experiences and perspectives that facilitates a receptive learning environment. Listening to students' ideas and feedback allows Dr. Light Shriner to adjust teaching techniques and opportunities to allow students to be fully engaged and invested in their education.
The Culture of Disability The purpose of this course is to provide an introduction to the culture of disability across the lifespan. The impact of disabilities on an individual across the lifespan will be explored, and the unique culture that is created by having a disability will be addressed. The historical basis for the disability movement and special education will be addressed, including legislation and litigation that has had a significant impact on the field. Students also will learn about the characteristics of individuals with diverse abilities as well as current trends in educational services.
Introduction to Special Needs Topics include the history of services for students with special needs, the legal bases for special education, the characteristics of students with special needs, the referral process for students who may be eligible for special services, and the nature of learning disabilities. Class Schedule Information: This course will meet the first eight weeks only. Must be enrolled in teacher certification program.
Intro Intellectual Disability Study of the history and current status of the social, emotional, physical, and learning characteristics and problems of persons with an intellectual disability; identification and diagnosis; available services and provisions; and educational programs and lifelong processes of adaptation for these individuals and their families. Course Information: Same as PSYC 322 and REHB 322. Prerequisite: PSYC 100 or SPED 117; or equivalent.
Gen Educator's Role in SPED Examination of issues in educating students with special needs: service delivery models, roles of teachers and related service providers, student assessment, curriculum individualization, instructional strategies, management of problem behaviors, and program evaluation. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Must be registered in teacher licensure program.: service delivery models, roles of teachers and related service providers, student assessment, curriculum individualization, instructional strategies, management of problem behaviors, and program evaluation.
Curriculum Development III Review and application of curriculum development and adaptation principles and strategies to life skill domain areas. Curriculum areas addressed include domestic/home-living, leisure and recreation, community living, and vocational programs and job preparation. Emphasis on designing instruction to address life skill curriculum needs in inclusive educational programs and on critically evaluating curriculum and program effectiveness. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 446 and admission to the Department of Special Education, or consent of instructor.
Communication and Phys Disab Focuses upon issues and intervention strategies that can impact the communication skills of persons with moderate or severe intellectual and/or physical disabilities. Specific assessment and intervention strategies are discussed as they relate to both verbal and augmentative communication. Course Information: 4 undergraduate hours. 4 graduate hours.
Augmentative Communication Course focuses on issues and strategies for teaching communication and literacy to individuals with significant intellectual or physical disabilities. Specific assessment and intervention strategies are discussed as they relate to alternative and augmentative communication (AAC) and the development of beginning literacy skills. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Concurrent enrollment or prior completion of SPED 440, and admission to the Department of Special Education, or consent of instructor.
Ethics & Prof. Behavior Designed to introduce students to ethical issues and challenges that teacher educators and other professionals, including Board Certified Behavior Analysts, may encounter in practice. The topics to be covered all revolve around ethical conduct in practice and research, as well as the decision-making foundations for resolving ethical issues. Students will obtain knowledge and skills through readings, discussion and various case scenarios, reflections, and discussion of the concepts of issues addressed in the reading and assignments. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Graduate standing. Undergraduate Seniors (with permission).
Disability Issues in SPED Overview of special education at the graduate level. Focus is placed on issues related to: assessment, identification, and characteristics across all disability areas. The greatest emphasis is placed on strategies for including students with disabilities in the general curriculum. Historical and legal perspectives that provide the foundation for special education are discussed.: assessment, identification, and characteristics across all disability areas. The greatest emphasis is placed on strategies for including students with disabilities in the general curriculum. Historical and legal perspectives that provide the foundation for special education are discussed.
Supervised Prac in SPED Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Course Information: Additional fees may apply. See Class Schedule. Approved for S/U grading only. May be repeated in same or subsequent terms to a maximum of 8 hours. Prerequisite: Admission to the graduate program in special education; consent of supervising faculty member. Class Schedule Information: Student teaching fee required. A per hour fee will be charged. The fee is determined by the yearly total rate approved by the Board of Trustees.