This survey course is designed for students interested in developing a broad understanding of inclusion/mainstreaming students with disabilities and special health care needs in classroom settings. It includes an examination of the general education teacher’s role working with a team of collaborating professionals and family members of students with disabilities. This course also includes the professional, ethical, and legal foundations of special education services and inclusive practices that guide school policy and procedures. Students will be introduced to the categories of disabilities and the classification process, and state and federal special education laws and regulation. Effective practices such as differentiated instruction and accommodations, mainstreaming, inclusion, least restrictive environment, and the individualized education program (IEP).

The purpose of this course is to explore the theories and strategies of behavior management for students with disabilities in the pk-12 classroom setting. It covers broad conceptual and practical perspectives in addressing challenging behavior and behavior analysis. Topics include developing a positive atmosphere, using space effectively, time management, student accountability, behavioral intervention plans and functional behavior analysis, discipline models and/or specific techniques that promote the development of positive social interaction skills in classroom settings. Please note: This course was formerly EDST 3005 Classroom Management K-6 Prerequisites: EDSP 2025 Introduction to Special Education, EDSP 3025 Curriculum and Instruction for Students With Disabilities.

This course will introduce evidence-based components to support the development of curricula and the selection of appropriate instructional strategies for teaching prek-12 students with the full range of disabilities. Students will be presented with characteristics of the range of disabilities, and specific instructional strategies and methods linked to learning processes and human development. Students will approach curriculum and instruction through a Universal Design for Learning/neurodiverse perspective including how to provide differentiated instruction and supports that enhance the learning of all students. Prerequisites: EDSP 2025 Intro to Special Education.

This course offers a practical approach to understanding Autism Spectrum Disorders (ASD) including assessment and progress monitoring, and a variety of practices that support inclusion of children in classroom environments. Students will review both theory and evidence-based practices as the foundation for success when working with young children with ASD, including the principles of mainstreaming, inclusion, individualized educations program (IEP), and Positive Behavioral Intervention Supports (PBIS).

This study focuses on understanding the role of assessment and its applications to the identification of learners with disabilities. This includes the process of identifying, assessing, and diagnosing students with disabilities, including how to select and administer appropriate tests, interpret their results, and develop individualized education plans. This study will include practices of assessment, diagnosis and evaluation such as: planning, developing, and implementing Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs), methods of monitoring learners’ progress through formal and informal evaluation approaches to diagnosis and remediation of specific learning problems, and the assessment of cognitive development, motor skill development, language development and communication skills. Students will practice using information gathered through assessment and analysis to plan or modify instruction. Prerequisites: EDSP 2025 Intro to Special Education, EDSP 3025 Curriculum & Instruction for Students with Disabilities.