EDUC 500 Research Design and Methodology (3 units)

• Critically assess the relevance and political implications of traditional and practitioner driven research models

• Explore the ethical considerations of action and transformational research designs

EDSP 570 Assessment Identification to Transition in Special Education (3 units)

• Demonstrate knowledge and skill in assessment techniques and tools appropriate for individuals with diverse backgrounds and varying language, communication and cognitive abilities.

• Demonstrate the ability to use assessment strategies that promote equitable learning opportunities, including effective approaches for assessing individuals who are culturally, linguistically, ethnically, socio–economically, and ability diverse.

• Communicate assessment findings verbally and in writing accurately, sensitively, and in jargon free language.

• Ensure that the legal requirements of the IFSP process are met in a manner respectful of and sensitive to the family.

• Develop and implements individualized assessment plans that provide for non-biased, nondiscriminatory assessment of students to evaluate student performances and learning environments, including the general education classroom.

• Use informal information– gathering strategies that are appropriate to the culture and language of the child and his or her family.

• Communicate assessment findings verbally and in writing accurately, sensitively, and in jargon free language.

• Demonstrate skill in evaluating, selecting, administering and interpreting assessment devices and processes in terms of a range of socioeconomic, cultural, and linguistic considerations.

EDSP 571 Positive Behavior and Instruction Management in SPED (3 units)

• Foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world.

• Help their general education colleagues integrate individuals with exceptional learning needs in general education environments and engage them in meaningful learning activities and interactions.

EDSP 572 Language Variance and Assistive Technology (3 units)

• Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not English.

• Gain knowledge of skills leading to successful participation in the transdisciplinary team process to develop and implement augmentative/alternative communication materials and techniques in a variety of communicative contexts.

• Students will develop an awareness of the culturally diverse population represented in today’s population of children and youth with speech and language disabilities.

• Students will develop an awareness of the multiple needs and perspectives of children with language disability and additional challenges, including those of English language learners and those with Autism Spectrum Disorder.

• Students will engage in making critical decisions about content, structure, and assessment of speech and language intervention programs with specific awareness of racial, cultural, lingual, socioeconomic and gender issues related to families whose children have speech and/or language disabilities.

• Students will integrate knowledge about the typical and atypical development stages/process of language development in diverse populations, with particular attention to families from non-English speaking homes.

EDSP 573 Diverse Family Systems and Transitions (3 units)

• Understand how issues of human diversity impact families, cultures, and schools, and how complex human issues interact in the delivery of special education services.

• Understand how the experiences of individuals with exceptional learning needs can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.

• Foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world.

• Be guided by the profession’s ethical and professional practice standards.

• Be aware of how they’re own and others’ attitudes, behaviors, and ways of communicating can influence their practice.

• Be sensitive to culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served.

• Acquire knowledge of diverse family structures, community cultures, and child rearing practices in order to develop respectful and productive relationships with families and communities.

EDSP 574 Global Perspectives and Foundations in Special Education

• Know and demonstrate respect for their students first as unique human beings.

• Understand and utilize universal precautions designed to protect the health and safety of the candidates themselves.

• Demonstrate comprehensive knowledge of typical and atypical human development from the prenatal stage through adulthood including knowledge of developmental stages and their implications for learning.

• Understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served.

EDSP 575 Evidence Based Inclusive Practices Mild/Moderate Disabilities (3 units)

• Systematically translate individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors.

• Use evidence-based instructional strategies that meet the diverse learning characteristics of students with mild/moderate disabilities across an array of environments and activities.

• Demonstrate the ability to use a variety of peer mediated and group instructional strategies to facilitate active participation and learning of diverse groups of learners.

EDUC 575 Elementary Curriculum and Methods for Special Educators (3 units)

• Demonstrate an understanding of assessment techniques and tools appropriate for individuals with diverse backgrounds and varying language, communication and cognitive abilities.

• Know and apply strategies for learning that meet the learning styles, interests and cognitive abilities of all students.

• Demonstrate competence in the use of electronic research tools, Internet services and the ability to use technology as a support to student learning.

• Demonstrating an awareness of privacy issues and confidentiality concerns related to electronic record keeping

• Understands and can apply theories, principles, and instructional practices for comprehensive instruction of English learners

• Understands and can apply child and adolescent development theories, principles and instructional practices for student learning

• Understands and honor professional, legal and ethical obligations

• Understands his/her own values and biases how they affect student learning

• Demonstrates respect for all individuals and their cultures, communities and differences

EDSP 590P Student Teaching Mild/Moderate (6 units)

• Demonstrate ability to promote appropriate interaction among individual with special needs, peers and adults.

• Demonstrate continuous pursuit of program of self–assessment and professional improvement.

• Verify that the field experience included observations and practice in a variety of education settings with students who are culturally diverse, at risk, and have varying disabilities.