Intensive educational experience with students with moderate and severe disabilities in educational, residential and hospital settings. Site and practicum responsibilities will be based on students' competencies and area of interest. May be repeated to a maximum of 21 credits. While enrolled in this course, students will be required to apply for the Teacher Education Program.
Intensive educational experience with students with moderate and severe disabilities in educational, residential and hospital settings. Site and practicum responsibilities will be based on students' competencies and area of interest. May be repeated to a maximum of 21 credits. While enrolled in this course, students will be required to apply for the Teacher Education Program.
Intensive educational experience with students with moderate and severe disabilities in educational, residential and hospital settings. Site and practicum responsibilities will be based on students' competencies and area of interest. May be repeated to a maximum of 21 credits. While enrolled in this course, students will be required to apply for the Teacher Education Program.
This course is designed to provide the learner with readings, discussions, and other learning experiences in the area of applied behavior analysis research methodology. The intent of the course is to provide learners with an opportunity to acquire competencies related to planning, implementing, and analyzing such research. The methodology is not specific to any disabling condition or age level; rather, a general method is described for conducting and interpreting research where organisms serve as their own control.
Students will select from a variety of options that demonstrate leadership in the field of education. Between the course instructor and each students' masters' committee, students will complete a variety of activities and experiences that will assist them in completing the capstone requirement.
Supervised advanced practicum in a classroom for students with disabilities utilizing contemporary curricula, assessments, methods, and materials designed for use with children with disabilities. Students will be evaluated on current teacher competencies by the university supervisor. This course is designed as an advanced practicum for students in the alternative certification program who are pursuing an initial certification at the graduate level in either learning and behavior disorders (LBD) or moderate to severe disabilities.
Students will learn to critically analyze current trends and issues related to the therapies used with individuals with ASD. Practical strategies detailing what to teach to promote communication, socialization, and behavior for persons with ASD will also be reviewed. The primary goal of the course is to provide students with a comprehensive array of practical research-based instructional approaches for individuals with ASD, criteria for determining which approaches to use, and planning for access to a variety of environments for all individuals across the spectrum.
Students will learn to administer, interpret, and use a variety of assessment instruments and procedures (standardized and informal) for the purpose of program planning. Students will learn about transdisciplinary assessment processes and interdisciplinary practice between the various related service providers when assessing learners. Students will learn to identify and plan for curricula to teach learners with extensive support needs. The course is designed to meet the needs of those pursuing graduate level certification in moderate and severe disabilities.
This course is designed to introduce students to evidence-based instructional strategies typically used with learners with extensive support needs to teach new skills to learners. Course participants will be presented with information on how to organize, present instruction, and monitor progress of learners with moderate and severe disabilities across environments. The course is designed to meet the needs of those pursuing graduate level certification in moderate and severe disabilities.
Study of issues and topics affecting the preparation of Rehabilitation Counseling, Special Education, and Early Childhood personnel and of research issues involving persons with disabilities and educational and rehabilitation programs. May be repeated to a maximum of six credits. Lecture, two hours per week.
