Special education issues with individuals exhibiting moderate to severe intellectual and developmental disabilities. A critical examination of contemporary research with regard to the educational, behavioral, developmental issues of individuals exhibiting moderate to severe intellectual and developmental disabilities. Issues and research describing the full educational inclusion and community integration of persons with moderate to severe intellectual and developmental disabilities will be addressed. Lecture, three hours.

This course is designed as an examination of the critical issues of transition from school to work and post-secondary education for students with disabilities. As such, this course is appropriate for both graduate students in special education and those in rehabilitation counseling.

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 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.

Supervised pre-student teaching experiences with children having learning and behavioral disabilities, including practica experience with public school students in at least two different special education sites. Approximately two hours lecture-discussion and two three-hour observations and/or practica per week.

A survey of current status of the field of special education. Emphasis is on analysis of the major research literature pertaining to exceptional children and their education.

This course overviews the additional roles a behavior analysts serves in their community- specifically as a supervisor and consultant. Building on already established concepts and principles of behavior analysis, this course will employ ABA technologies to change and improve practitioner and caregiver behaviors. This course provides specific instruction on assessing skills, developing performance objectives, training, and performance feedback as components of a supervisor and consultant's job.

This course is designed for secondary teachers who encounter students who require special education services. As such, it is intended to provide an in-depth examination of issues in the education of individuals with disabilities. The course is organized in a seminar format with the intent of creating a dialogue among the participants and the instructors. Emphasis will be placed on the development of concepts and the acquisition of a body of knowledge, which relate to issues, processes, and procedures to facilitate the inclusion of all students and collaboration across disciplines.