Course Descriptions:

EDT 53003 Nature & Needs of Students with Mild/Moderate Disabilities: An exploration of etiology and development characteristics of students with mild/moderate disabilities, including such anomalies as social/emotional imperceptiveness, dyslexia, communicable diseases, and attention deficit disorder. Issues in identification, placement, and procedures current and embedded in history will be addressed. Discussions and demonstrations will be used to teach study skills, self-esteem, task analysis and techniques, strategies, materials, and equipment needed by the Intervention Specialist to instruct and adapt instruction for children and young adults with disabilities. (3 semester hours)

EDT 53103 Diagnostic & Ethical Practices: This course delineates federal, state, and local laws, procedures, policies, and standards related to the assessment, eligibility, identification process, Individualized Education Programs, and placement of students into special education programs. Legal history, provisions, rights, and current research and issues concerning parents, teachers, and other school and community professionals in relation to students with disabilities will be emphasized. Ethical issues related to assessment, placement, medication, orientation, and gender biases will be investigated. The role of the professional organizations (CEC) with regard to the Code of Ethics and other standards and policies of the profession will be explored. Also stressed will be the importance of the teacher in serving as a role model for students with exceptional needs while maintaining the promotion of a high level of competency and integrity in professional practices. (3 semester hours)

EDT 53203 Classroom & Behavior Management for Students with Mild/Moderate Educational Needs: This course introduces the students to the principles of classroom management. Attention is drawn to the physical learning environment and laying out the school year, as well as viewing the teacher as planner, educator, and manager for the classroom. Focus is drawn on how the teacher manages the work of paraprofessionals in the classroom. Stress is placed on the psychosocial environment of the classroom, managing student motivation, adapting instruction, managing students at work, and managing assessment, record keeping, and reporting. The students will be lead in discussion of prevention of behavior problems by developing skills in instructional planning – this activity is based on child performance data. The students are required to develop, write, and utilize instructional objectives that are related to classroom problems. Observation techniques for collecting data on student performance and identifying specific disturbing behaviors are taught. This course provides teachers with strategies to effectively manage a variety of education environments with behavior intervention skills and applied behavior analysis techniques. A ten (10) hour field experience is required. (3 semester hours)

EDT 54003 Parents, Community, & School Collaboration: This course is designed to help students gain the collaborative and consultation knowledge and skills necessary to work and communicate in a team approach. Students will discuss written and oral expression with parents in the school and community settings to facilitate the development, education, and socialization of students with mild/moderate disabilities from early childhood through young adults to age 21. Students will evaluate the impact of disabilities upon the life of the child and family members. Family legal rights, such as due process, structure of the family, history of the family, and the impact of culture, environmental milieu, and linguistic diversity upon the child and family will be stressed. Students will learn family coping strategies and identify sources of services, networking, and organizations that assist persons with disabilities, such as CEC and C.H.A.D.D. Students will be required to construct a case study of a family with an exceptional child. Students must conduct a parents’ interview and interpret a family profile, prepared by parents, to use when making written suggestions on how the school may assist the family in helping the student used in the case study to reach maximum potential. (3 semester hours)

 EDT 53403 Curriculum & Instructional Strategies for Students with Mild/Moderate Educational Needs: Students will learn to select and develop age appropriate formal and informal assessment strategies and instruments needed to collect student information. Students will learn to use the collected data to develop curricula and to write content lessons that reflect a strong knowledge base of research based appropriate strategies that may use related services in instruction and techniques that may be used in various delivery models. Students will also examine adaptations and interventions that may be used to assist students to problem solve and use other cognitive strategies to reach maximum potential in the least restrictive environment for students identified with mild/moderate disabilities from early childhood through young adults to age 21. Students will be required to participate in a twenty (20) clock hour field/clinical experience. During this experience, students will select formal and informal instruments and materials to assess strengths and weaknesses. Data will be used to select techniques and strategies to teach students in whole class or individual settings. Lessons will reflect a strong knowledge base in content teaching techniques, strategies, and modifications. (3 semester hours)

EDT 53501 Integrated Technology with Mild/Moderate Educational Needs: Designed to prepare the Intervention Specialist for meeting the technological needs of the individual with mild/moderate educational needs to work in his/her school. The course also focuses on adaptation and modification of both IBM and Macintosh platforms to accommodate individuals who need graphic, sound, and environmental interface support in order to access technology. Additional course content covers the use of adaptive devices. Work with the regional SERRC Center and OCRLISH center will provide hands-on experience with a wide variety of software, switches, and adaptive devices. This course develops the knowledge and skills for an awareness of the impact of the microcomputer on educational methods and applications in the classroom, evaluation of software, and integration of the computer and associated technologies into the content areas. The above is achieved by introducing the teacher to applications of the microcomputer in the classroom and by establishing the basic goals and objectives of a K-12 computer education program that is integrated with the total curriculum. (1 semester hour)

EDT 53702 Career and Vocational Transitions for Students with Mild/Moderate Educational Needs: Focus is on issues and practices designed to accommodate developmental patterns of secondary level students with mild/moderate disabilities. Focus will be placed on school to work and school to community transitions. Discussions of how to infuse the concepts related to work into the curriculum from preschool to young adults to age 21 will be covered. Methods and techniques used in developing occupational and vocational interest are presented. Topics explored in this course include school related support for work as seen through clubs, such as project support, employment opportunities, living opportunities, community agencies related to work, and independent living. A ten (10) hour field/clinical experience will be required in a middle school to young adult setting. Students will conduct a case study of a student, which will be used to write a transition plan designed to insure student success in the school to work process. (2 semester hour)

EDT-53902 Instructional Strategies Practicum: This course is aligned with the final portfolio benchmark. Candidates in this course will complete at least 150 hours field experience in a classroom serving Mild to Moderate ELN. Through electronic means, candidates will provide in depth peer evaluation of self-developed units and lessons for all persons enrolled in this course. Emphasis is placed upon developing and implementing lessons and units to meet individual student needs in conjunction with existing IEPs. Fall, Spring. (2 semester hours)

EDT 53803 Internship in Mild/Moderate Educational Needs: This field/clinical experience is the capstone activity for the Intervention Specialist Mild/Moderate master’s program in the Intervention Specialist concentration courses. Student teachers will be monitored and evaluated by the university instructor and the master teacher of the course. Students will keep a log/diary and will plan and implement lessons that reflect a strong knowledge base of characteristics and needs of students with mild/moderate disabilities. Lessons will reflect a variety of teaching and modification strategies, including task analysis. Students will use formal and informal materials to collect data that could be used to write an IEP. Materials will be collected into a portfolio of teaching experience and will be evaluated by the course instructor. The portfolio must also include evidence of integrating technology into the curriculum and communication with other professionals in the building and community, as well as correspondence with parents. (3 semester hours)