EDEX - Special Education

This supervised experience involves placement in a P-12 setting with students with high incidence disabilities with access to the general education curriculum. The field experience provides teacher education candidates the opportunity to accomplish field-based requirements of program coursework and demonstrate growth towards mastery of program standards.

This supervised experience involves placement in a P-12 setting with students with high incidence disabilities with access to the general education curriculum. The field experience provides teacher education candidates the opportunity to accomplish field-based requirements of program coursework and demonstrate growth towards mastery of program standards.

This foundational course explores law relevant to special education, examines the nature and characteristics of disabilities, and introduces a response to intervention model for identifying and serving students with disabilities. This course meets state requirements of Georgia House Bill 671.

This course familiarizes teacher candidates with cultural, racial, ethnic, socioeconomic, disability, and language differences they can expect to encounter in the classroom and in working with families. Additionally, this course asks pre-service teachers to explore and critique their own cultural identities, to investigate how their lenses are similar to, or different from those of their students as they begin to critically examine power, privilege, and marginalization in schools.

Prerequisite: EDEX 3110. Focus on the nature and characteristics of students with mild disabilities on general curriculum. Emphasis will be placed on the educational implications of the characteristics and the development of appropriate individualized education plans to address student needs.

Legal issues as they relate to school based populations with disabilities are explored in conjunction with field placement classes.

This course is an introduction to language needs in school age children with disabilities. The course explores the impact of culture and disability on language, the correlation between oral language and literacy, and collaborative approaches to service delivery. Express attention is given to assessment of language needs and evidence-based interventions within a response to intervention framework.

Prerequisite: EDRD 3500. The central purpose of this course is to teach special education teacher candidates to select, examine, develop, and practice the application of research based interventions in content area reading and writing.

Pre-requisite: Completion of 2nd semester in cohort. This course will providestudents with the skills they need to develop ethics and professional dispositions required of a special education teacher.

This supervised experience involves placement in a P-12 setting with students with high incidence disabilities with access to the general education curriculum. The field experience provides teacher education candidates the opportunity to accomplish field-based requirements of program coursework and demonstrate growth towards mastery of program standards.

This course guides teacher candidates through various aspects of individualized program development for p-12 students with disabilities. Emphasis is placed on accurately addressing the individual needs, learning styles, and interests of students using assessment data as the basis for each instructional decision.

This course focuses on evidence-based instructional practices supportive of students with mild disabilities. Emphasis is placed on strategies and procedures for implementation.

This course focuses on curricular planning and integration of strategies within curriculum to support and differentiate instruction for learners with mild disabilities.

This course explores the philosophies, policies, and practices of inclusive education and collaborative teaching, with emphasis on teaching students with disabilities. Teacher candidates will be introduced to methods for effective co-planning and co-teaching, to state learning standards, and to basic principles for curriculum planning.

The course is designed to promote skill development in evidence-based management strategies and interventions for individuals and groups of students across a variety of learning environments. Participants will develop an ability to discern individual and group dynamics to create a leaning environment that encourages positive social interactions, active engagement in learning, and self-management. A case study approach will be used to promote reflection, evaluation, synthesis, and application of principles learned.

An introduction to the assessment of students with disabilities using curriculum-based assessments, criterion-referenced assessment, and norm-referenced tests. Teacher candidates are required to administer, score, and interpret measures. Emphasis is on interpretation of assessment information for instructional decisions and Individualized Education Program development.

Course targets skills for teachers to lead in intervention and assessment decision-making by connecting theory and EBP. Teacher candidates will develop skills to evaluate student learning, identify evidence-based interventions to address student learning difficulties, collect data, make data-based decisions regarding instruction, and communicate effectively with fellow teachers, parents, and administrators within the response to intervention model.

This culmination course requires demonstration of candidate accomplishment of knowledge, skills, and dispositions required for initial certification of special educators. Electronic standards-based portfolio submission and formal presentation to faculty are required. Additional capstone activities address preparation for employment searches and engagement in professional organization activities.

Readings, projects, or applied research in special education. Subject matter varies and must be approved by Department Chair. This course is repeatable for credit.

This supervised experience involves placement in a P-12 setting with students with high incidence disabilities with access to the general education curriculum. Extended full-time teaching and evaluation of teacher candidate preparation for teaching is required. A course fee is required for student teaching for the purpose of providing host teacher stipends.