EDSE 4310 - Introduction to Special Education Programs

3 unit(s)

Introduction to school programs and practices for special education students. Includes direct observation/participation and initial experiences with problems of assessment, prescription, and individualized programs.

Prerequisites: PSYC 3140 and consent of education advisor.

Course Learning Outcomes List
1.Know the philosophy, history and legal requirements, and ethical practices of special education. This curriculum includes state and federal mandates, legal requirements for assessment, Individualized Family Service Program (IFSP), Individualized Education Program (IEP) development and monitoring, services, and instruction of students with disabilities.

a.TPE 6.6 Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance

2.Have knowledge of evidence based curricula and instructional methods that are effective with students with mild/moderate disabilities, including specially-designed curricula and methods for reading/language arts & other content area instruction for students with mild/moderatereadingdisorders.Haveaknowledgebaseofstrategiesandinterventionsfor students who are not responding to the current instructional environment.

a.TPE 4.2 Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

b.TPE4.4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through ranges of instructional strategies.

3.Demonstrate skills required to monitor interventions, response to interventions, and/or overall progress of students in the general education setting(s).

a.TPE 5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

b.TPE 5.2 Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time

4.Develop strengths-based attitudes and dispositions and work with students in ways that promote inclusivity for learners with [disabilities].

a.TPE 2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

b.TPE 6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

c.TPE 6.4 Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

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