Special Education

Credit Hours: 3

The purpose of this course is to equip professionals working with exceptional learners strategies to develop a solid base of special education knowledge as well as the importance of a healthy attitude toward their work and the people whom they 107 serve. The course will focus on both general and special educators to challenge themselves to acquire a solid understanding of current theory, research, and practice in special education, and to develop an ever more sensitive understanding of exceptional learners and their families.

This course covers categories of exceptionalities and related accommodations, and appropriate instructional methods. Special education laws, components of IEPs, and involving families, community agencies and other school support systems are also covered.

Credit Hours: 3

A course that will provide candidates with knowledge and skills necessary to fulfill duties and responsibilities of a Special Education teacher in Arkansas. Candidates will be introduced to special education legislation, learner development and individual learning differences, IEP planning and implementation, learning environments, curricular content knowledge, assessment, policies and procedures, instructional planning, professional learning and ethical practice, collaboration as well as behavior strategies related to educating students with disabilities.

Credit Hours: 3

The Assistive Technology course focuses on assistive technology to promote academics and independence for students with disabilities. Candidates will learn how to integrate various assistive technologies (low to high) to support academics, support mobility, lifts and transfers, feeding and swallowing, and positioning and handling. Candidates will learn typical and Atypical communication and Augmentative and Alternative Communication (AAC). Additionally, the course will provide candidates with information about health and safety concerns, medical support services, and the medical needs of individuals with disabilities.

Credit Hours: 3

The purpose of this course is to equip educators/interventionists with the knowledge and skills required to develop and strengthen partnerships with families of students and young learners with disabilities and their communities with an understanding of how language, culture, and family background influence the learning of individuals with exceptionalities. We will review theory and elements of effective relationship building, communication, and collaboration within the process goal of creating optimal conditions of trust so that professionals, communities, and families can work together effectively to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

This course will focus on models of family engagement, including the requirements of educational law related to research findings regarding effective communication, and understanding and working with families. We will cover the leadership role of the interventionist/teacher in all settings taking into consideration the dynamics of the family system, and cultural competencies as well as guidance and direction to paraeducators, tutors, and volunteers and ways to serve as a collaborative resource to colleagues. As a final project, course candidates will create their own plans for family community and stakeholder-professional partnerships.

Credit Hours: 3

This course focuses on Universal Design for Learning (UDL) to promote inclusive practices to respond to the educational needs of diverse learners. Candidates will learn how to integrate the principles of UDL within lessons, unit plans, and assessments and explore how Assistive Technology (AT) meets the unique learning styles of a wide range of learners. Additionally, the course addresses Response to Intervention (RTI) to improve access to the general curriculum for students with disabilities.

Credit Hours: 3

The online course outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s).

Students with high-incidence disabilities often spend most or all of their school day in the general population inclusive classroom. These students have needs that require special accommodations, modifications, and/or teaching styles. In this course, candidates will review the disabilities that are present within the highest frequency of this population of students who receive special education services including autism spectrum disorders, communication disorders, intellectual disabilities, ADHD, dyslexia, specific learning disabilities, and emotional or behavioral disorders.

In addition to examining the common characteristics of students who are diagnosed with these disabilities, candidates will develop differentiated instructional strategies and explore resources that will support the learning of all students in the classroom. Candidates’ major activity in this course is a differentiated lesson plan assignment that is also a key assessment for the Special Education program.

Using the tools and techniques from this course, candidates will be able to understand the challenges faced by students who have high incidence disabilities in the classroom and help them achieve their highest academic potential. Field experience is required for this course.

Credit Hours: 3

This online course is designed to provide teachers and other related service providers an understanding of the processes and terminology used in assessment of students with special needs. The content will focus on evaluating students, analyzing and interpreting the data obtained from various assessment instruments to design and plan programs to meet the needs of the special education child. Academic, affective, work-study, adaptive functioning, fine motor and environmental measures will be covered in the assessment model.

Emphasis will be on the importance of the benefits for gathering accurate information; for tailoring assessment to a specific purpose; for recognizing reliability and validity; for obtaining age and linguistically appropriate measures; for sharing and collaborating with all stakeholders to improve the quality of special education programs.

Credit Hours: 3

The online course aims to ensure Special Education teachers have the skills and experiences necessary to meet the needs of students with low incidence disabilities. The course examines the psychological, physiological, social, and educational characteristics of individuals with low incidence disabilities. Candidates evaluate the individual needs of students with low incidence disabilities and develop a thematic unit that includes lesson plans and assessments. Additionally, candidates will use Systematic Instruction to teach skills while taking data and summarizing findings.

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws.

Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3

The online course outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s). The candidate will examine the biological, neurological, and psychological foundations of behaviors for appropriate communication and management strategies, aligned with instructional practices.

This course provides the candidate with skills that include a legal framework essential to developing positive behavior supports and selfmanagement outcomes for students with special needs. The establishment of a consistent, organized, and respectful learning environment for students by the candidate is a focus while providing positive and constructive feedback to guide students’ learning and behavior.

A functional analysis of behavior that leads to a positive behavior intervention plan is the major course activity and key assessment required in this course. Collaborative practices that lead to critical partnerships with students, families, educators, and agencies are investigated through skill development and self-analysis. Field experience is required for this course.

Credit Hours: 3

The K-12 Special Education Practicum provides candidates with supervised experience in instructional planning, assessment, management, and systematic delivery of evidence-based instruction for individuals with disabilities. 110 Candidates are required to complete 50 direct hours and ten indirect hours during practicum. Special Education licensure is contingent on the successful completion of this course.

Credit Hours: 3

This course focuses on Universal Design for Learning (UDL) to promote inclusive practices to respond to the educational needs of diverse learners. Candidates will learn how to integrate the principles of UDL within lessons, unit plans, and assessments and explore how Assistive Technology (AT) meets the unique learning styles of a wide range of learners. Additionally, the course addresses Response to Intervention (RTI) to improve access to the general curriculum for students with disabilities.

Credit Hours: 3

This online course is designed to provide teachers and other related service providers an understanding of the processes and terminology used in assessment of students with special needs. The content will focus on evaluating students, analyzing and interpreting the data obtained from various assessment instruments to design and plan programs to meet the needs of the special education child. Academic, affective, work-study, adaptive functioning, fine motor and environmental measures will be covered in the assessment model.

Emphasis will be on the importance of the benefits for gathering accurate information; for tailoring assessment to a specific purpose; for recognizing reliability and validity; for obtaining age and linguistically appropriate measures; for sharing and collaborating with all stakeholders to improve the quality of special education programs.

Credit Hours: 3

The online course aims to ensure Special Education teachers have the skills and experiences necessary to meet the needs of students with low incidence disabilities. The course examines the psychological, physiological, social, and educational characteristics of individuals with low incidence disabilities. Candidates evaluate the individual needs of students with low incidence disabilities and develop a thematic unit that includes lesson plans and assessments. Additionally, candidates will use Systematic Instruction to teach skills while taking data and summarizing findings.

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws.

Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3

The online course outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s). The candidate will examine the biological, neurological, and psychological foundations of behaviors for appropriate communication and management strategies, aligned with instructional practices.

This course provides the candidate with skills that include a legal framework essential to developing positive behavior supports and selfmanagement outcomes for students with special needs. The establishment of a consistent, organized, and respectful learning environment for students by the candidate is a focus while providing positive and constructive feedback to guide students’ learning and behavior.

A functional analysis of behavior that leads to a positive behavior intervention plan is the major course activity and key assessment required in this course. Collaborative practices that lead to critical partnerships with students, families, educators, and agencies are investigated through skill development and self-analysis. Field experience is required for this course.

Credit Hours: 3

The K-12 Special Education Practicum provides candidates with supervised experience in instructional planning, assessment, management, and systematic delivery of evidence-based instruction for individuals with disabilities. 110 Candidates are required to complete 50 direct hours and ten indirect hours during practicum. Special Education licensure is contingent on the successful completion of this course.

Credit Hours: 3

A graduate level course designed to introduce teachers to a study of those individuals who deviate from the normal pattern of development. The course includes a review of the causes of individual differences and a survey of materials and methods used in the field of special education. The course is specifically designed for teachers in alternative licensure programs who may not have taken similar courses at the undergraduate level

Credit Hours: 3

This course focuses on Universal Design for Learning (UDL) to promote inclusive practices to respond to the educational needs of diverse learners. Candidates will learn how to integrate the principles of UDL within lessons, unit plans, and assessments and explore how Assistive Technology (AT) meets the unique learning styles of a wide range of learners. Additionally, the course addresses Response to Intervention (RTI) to improve access to the general curriculum for students with disabilities.

Credit Hours: 3

A course that will provide candidates with knowledge and skills necessary to fulfill duties and responsibilities of a Special Education teacher in Arkansas. Candidates will be introduced to special education legislation, learner development and individual learning differences, IEP planning and implementation, learning environments, curricular content knowledge, assessment, policies and procedures, instructional planning, professional learning and ethical practice, collaboration as well as behavior strategies related to educating students with disabilities.

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws.

Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.