Instructional Strategies I Course is designed to provide participants with information on effective instructional practices for working with students with disabilities. Participants are provided with information on generic strategies and principles of learning, instructional formats and strategies for informal assessment. Throughout this course emphasis is placed on methods and strategies for instructing individuals and groups of students. Important consideration is given to legal and ethical issues and an understanding of diverse needs in instructional design and delivery. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 317 and SPED 517 or consent of instructor.
Curriculum Development I Principles and practices for teaching students with disabilities. Topics include models of curriculum development, procedures for identifying curriculum priorities across content areas, and relationships between curriculum and instructional settings. Emphasis is on development of inclusive educational programs that are outcome-driven and on evaluation of program effectiveness. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: Admission to the Department of Special Education, or consent of instructor.
Collaborative Leaders in SPED Course provides special educators and other professionals with skills and strategies to assume a leader/change agent role in their schools. Participants focus on effective leadership, collaborative practices, and innovative programs in special education that create unique learning environments, ultimately impacting all stakeholders (student with and without disabilities, teachers, families). Course readings, lectures, and activities address how leaders in the field affect change in special education through grant writing, professional development, and the implementation and evaluation of innovative programs and practices. Course Information: Prerequisite: SPED 426 or SPED 538 or equivalent.
Leadership in ECSE Program issues and research on the efficacy of various program models for young children with special needs from infancy to six; implications for program organization variables such as space, personnel roles, and curriculum Course Information: Prerequisite: SPED 465 and concurrent enrollment in SPED 524, or consent of instructor.