Preliminary Special Education Credential, Extensive Support Needs

This course is designed for teaching credential candidates. The course focuses on inclusive, evidence-based practices designed to meet the needs of a wide range of learners including students with disabilities, English learners, gifted students and students with other learning needs. Candidates will apply principles of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) as well as a variety of developmentally and ability-appropriate instructional strategies, resources and assistive technology to maximize learning opportunities and promote student access to the curriculum. Candidates will also explore school and community-based resources to support all learners and their families and work to become effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course.

Prerequisites: EDUU 510 & 511 (may be taken concurrently).

Candidates will develop the knowledge and skills necessary to create supportive learning environments, collaboratively plan effective instruction and instructional accommodations for students with mild/moderate and extensive support needs, while gaining an understanding of typical and atypical development. Candidates will understand how to utilize multiple assessment measures for eligibility, placement, goal formation, progress monitoring, service delivery, instruction, for informing accommodations, determining interventions, appropriate AAC, and collecting data on behavior and social skills. 25 hours of focused observations are required for each class in this program. Those hours will be completed through a combination of field-based assignments, video observations and interviews. A minimum of half of these hours will be completed at a school/field site.

Prerequisites: EDUU 510.

Literacy and Language I focuses on the effective means of teaching foundational skills including phonological awareness, phonics, spelling, and fluency. Candidates engage in high-quality literacy instruction that incorporates California’s Multi-Tiered Systems of Support (MTSS) Framework and Universal Design for Learning. Candidates will acquire knowledge of the California Dyslexia Guidelines including effective approaches for screening and teaching students with dyslexia. Fieldwork includes observations of whole group and small group literacy instruction and an interview with a reading teacher. Candidates demonstrate their knowledge of foundational skills and MTSS by creating a tiered reading intervention lesson plan. A minimum of 10 hours of fieldwork is required.

Prerequisites: for MMSN/ESN Special Education students: EDUU 516 or EDSP 541; for ECSE students: EDUU 665; School psychology and school counseling students have no Prerequisites for this course.

This course defines the legal requirements and best practices for supporting students with behavior challenges. Candidates will begin by learning the essential components of person-centered planning, defining goals to achieve positive and student-centered outcomes. The essential elements of functional behavior assessment, developing individualized behavior plans, implementing evidence-based behavior intervention strategies, and evaluating outcomes and problem-solving implementation will be reviewed and practiced. Candidates will also develop an understanding of the legal obligations around discipline and students with disabilities and the role of the Education Specialist teacher in the process.

Prerequisites: for special education students: EDUU 516.

School psychology candidates have no prerequisites for this course. The course is designed both for special education teachers and school psychologists. Candidates will develop the knowledge and skills necessary to communicate assessment results during the pre-referral and IEP process. Emphasis is placed on the development of appropriate educational and IEP decisions on the basis of a variety of standardized and non-standardized assessments and related services that are appropriate to the diverse needs of individual students. Candidates will learn to make appropriate recommendations both for report writing and for IEP goals and objectives. This course will also examine the history, law, and legal mandates of the IEP process to provide candidates with an understanding of the legal and ethical responsibilities for serving students with disabilities in California. Due process guidelines and procedures will be reviewed, as well as current trends and local policies. Candidates may be expected to observe an IEP meeting. 25 hours of fieldwork are required for this course.

Prerequisites: EDUU 517.

This course focuses on professional collaboration, co-teaching, and conflict resolution techniques for those working with individuals with disabilities in home, school, and community settings. Candidates will learn to use a variety of effective collaboration and co-teaching teaching strategies, problem solving methods, effective communication and negotiation techniques, to enhance content and learning for individuals with disabilities. Ethical and legal issues, and culturally responsive practices in collaboration and co-teaching are addressed. 25 hours of fieldwork will be required for each class in this program.