Required Pre-Admission Coursework for Special Education COURSE NUMBER AND TITLE
INST 202: The School and Society EDUC 225: Characteristics of the Learner EDUC 266: Classroom Management and Teaching Strategies TOTAL HOURS REQUIRED:
Special Education Program: General Curriculum (K-12) COURSE NUMBER AND TITLE
EDUC 320: Teaching Reading & Language Arts I EDUC 321: Teaching Reading and the Language Arts II SPED 384: Curriculum and Instruction K-12 SPED 385: Practicum in Special Education SPED 371: Foundations/Legal Issues in Special Education SPED 376: Assessment and Management of Instruction in Special Education SPED 382 Transitions in Special Education SPED 438: Special Education for Pre-service Teachers I SPED 439 Special Education for Pre-service Teachers II TOTAL HOURS REQUIRED:
SEMESTER HOURS 4 4 4 12
SEMESTER HOURS 4 4 4 1 4 4 2 8 8 39
*See Education for Additional Courses
SPECIAL EDUCATION COURSES (SPED) 371 Foundations/Legal/Ethical Issues in Education (4) Provides an introduction and overview of the field of special education including the definition, identification, and characteristics of those that are disabled. Students with ADHD and gifted abilities are emphasized. Also includes historical perspectives, models, theories, and trends that provide the basis for general and special education practice including the dynamic influence of the family system, cultural/environmental milieu pertinent to students, the understanding of ethical issues, and the practice of acceptable standards of professional behavior. Students taking this course will also gain an understanding of the legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of all students. The rights and responsibilities of parents, students, and schools will also be a focus of this course. Prerequisite: consent only. Offered every fall. 376 Assessment and Management of Instruction in Special Education (4) Designed to support the understanding of assessment as an ongoing part of instruction that is continuously analyzed and adjusted. Students demonstrate the use of assessment to design and adjust instruction that relies on research-based practices and uses multiple approaches to meet the needs of all children. Focuses on collaboration styles, roles, and specially designed instruction. The concepts of assistive technology, transition-related IEP goals, universally-designed lesson plans, and speciallydesigned instruction is applied throughout the course. Prerequisite: SPED 371 and consent. Offered on demand. 382 Transition in Special Education (2) This course prepares students to work with families and community service providers to support students with disabilities throughout the K-12 educational experience. Covers postsecondary training, employment, and independent living; including long-term planning, career development, life skills, community experiences and resources, self-advocacy and selfdetermination, guardianship, and legal considerations. Students learn to collaborate with families, other educators, related service providers, and personnel from community agencies. Prerequisite: consent only. Offered on demand. 384 Curriculum and Instruction K-12 (4) Provides teachers with strategies to teach special education students in inclusive settings. Teachers increase their knowledge of proven practices, instructional decision-making, and confidence in their ability to meet the needs of all students in the K-12 classrooms. Students gain skills in identifying the characteristics of special needs students, understanding the IEP process, collaborating with other professionals and parents, then relating this information to assessment and instruction in the general
Virginia Wesleyan University 2021 - 2022 Academic Catalog
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