Special Education Add-On Endorsement

Can be taken at the beginning or end of the coursework.
An introduction to all exceptionalities included in special education, psychology of exceptional learners. Implications of inclusion and legislation pertaining to the education of students with disabilities. 3 credits.

First eight weeks of fall semester.
This course is designed to introduce students to general instructional strategies appropriate for students with disabilities, including explicit instruction, direct instruction, universal design for learning, and high-leverage practices, that can be used across literacy. Emphasis will be placed on evidence-based practices to teach literacy (oral language, phonological and phonemic awareness, phonics–decoding & encoding, fluency, vocabulary, comprehension and writing). 3 credits.

Second eight weeks of fall semester.
This course is designed to introduce students to general instructional strategies appropriate for students with disabilities, including explicit instruction, direct instruction, universal design for learning, and high-leverage practices, that can be used across mathematics. Emphasis will be placed on evidence-based practices to teach mathematics (process versus content standards, schema instructions, benefits of manipulatives, cognitive versus metacognitive strategies, formative feedback, error analysis, self-efficacy/affect, mental mathematics, mnemonics and computer assisted instruction). 3 credits.

First eight weeks of spring semester.
This course is designed to introduce students to the IEP process from development to implementation of an IEP.  Students will learn how to write each part of an IEP and which components are required in each portion.  Emphasis will be placed on how to implement an IEP in the classroom and how to monitor student progress to ensure goals are being met.  In addition, this course will include content on collaborating with the IEP team throughout the process of IEP development and implementation. 3 credits.

Second eight weeks of spring semester.
This course is designed to introduce students to the assessment process in special education by addressing procedural safeguards, data collection via informal and formal procedures, issues in assessment, psychometric properties of standardized tests, and administration, scoring, and interpretation of selected instruments.  Students will learn formal (standardized) methods of assessment, as well as informal methods, such as curriculum-based measurement.  Students will learn how to score and interpret data, as well as design instruction based on results of assessment. 3 credits.

Second eight weeks of spring semester.
This course is designed to introduce students to transition planning and to provide an overview of transition assessments, services, and community supports.  Students will learn how to write a transition plan and how to include opportunities to build skills in the classroom.  In addition, students will be given an opportunity to learn about vocational, social, leisure, and recreational activities, as well as other supports that might be needed for transition. 3 credits.