This course will focus on inclusion of students with moderate to severe disabilities in all aspects of school and community life, with special consideration given to the individual student planning variables that must be addressed in meeting the needs of each school-age student and for preparing students to function as fully and independently in their communities as possible.

This course will focus on inclusion of students with moderate to severe disabilities in all aspects of school and community life, with special consideration given to the individual student planning variables that must be addressed in meeting the needs of each school-age student and for preparing students to function as fully and independently in their communities as possible.

This course is designed to expand student's knowledge and skills in administering, interpreting, and utilizing a variety of assessment instruments and procedures (standardized and informal) for the purpose of program planning specifically for students with moderate and severe disabilities. Students will learn about transdisciplinary assessment processes and how to facilitate collaboration between the various related service providers when assessing students. Students will use assessment results to plan individualized instruction for students using a transdisciplinary model.

This course is designed to introduce students to instructional strategies typically used with students classified with moderate and severe disabilities. Throughout the semester, course participants will be presented with information on how to organize and present instruction to students with moderate to severe disabilities across environments. The implementation of these skills is assessed through written products and classroom performance in school settings. Class meetings are two and one half-hours per week.

Supervised student teaching in a classroom for students with disabilities utilizing contemporary curricula, assessments, methods, and materials designed for use with children exhibiting moderate-severe developmental or intellectual disabilities and learning and behavior disorders. Student teachers are required to demonstrate attainment of the Kentucky Teacher Standards. Student teachers will be evaluated on these competencies by the university supervisor and the supervising classroom teacher throughout the student teaching placement. EDS 550 is offered on a letter grade basis only.

In-depth study of a current and topical problem or issue in the education of exceptional children and youth. May be repeated to a maximum of nine credits. A title is assigned each time the course is offered.

In this course students will expand their understanding of Applied Behavior Analysis (ABA) by learning how to design and evaluate behaviorally-based programs that address adaptive (e.g., self-care), communication (e.g., naturalistic strategies; verbal behavior), social (e.g., initiations), and other related skills (e.g., self-management) in persons with or at-risk for disabilities. Also, students will receive instruction on coaching and training adults.

In this course students will expand their understanding of Applied Behavior Analysis (ABA) by learning how to design and evaluate behaviorally-based programs that address adaptive (e.g., self-care), communication (e.g., naturalistic strategies; verbal behavior), social (e.g., initiations), and other related skills (e.g., self-management) in persons with or at-risk for disabilities. Also, students will receive instruction on coaching and training adults.

Intensive clinical experience with exceptional children in day and residential schools, hospitals and private agencies. Students engage in prescriptive teaching with persons with disabilities in individualized, small group and special class settings. Laboratory, 6-12 hours per week.

This course is designed to teach educators and behavior analysts to problem solve using the technology of applied behavior analysis. It is intended to equip students with the skills necessary to evaluate and intervene on behalf of individuals who exhibit severe behavior problems, including the functional analysis of a child's behavior. The course operates on the assumption that all behavior is learned, that all behavior is purposeful, and that all behavior is amenable to change.