Special Education
The special education program is designed around the Jesuit traditions of a quality liberal arts education that stress the pursuit of knowledge, the valuing of individual potential, and the realization and participation in social and community responsibility. The undergraduate teacher preparation programs are theory-based with continual field application experiences. Students complete the degree with competencies in student-centered learning and research-based developmentally appropriate interventions.
1Introduction to Emotionally Disturbed Children
This course provides an overview of maladaptive behavior in school aged children and adolescents which addresses the psychological and medical factors affecting development. Other areas addressed are: social/emotional/family aspects, adaptive behaviors, social imperceptiveness, social competence, social isolation, learned helplessness, juvenile delinquency, medications, and evaluation of etiological factors.
2Special Education: Communication and Collaboration
This course addresses the issues and practices concerning family systems and role of family; models and strategies for consultation and collaboration; effective communication with families, school personnel; and professional ethics, responsibilities and confidentiality. Students experience self-assessment and interpersonal skills needed for teaming and collaboration in educational settings with parents, teachers, administrators, paraprofessionals and other specialists covering all exceptionalities and cultural settings. Role playing, videotaping, and small group practices in teaming and collaboration roles. Required field experience in diverse settings - 5 field hours.
3Reading Assessment and Strategies: Language Processing Problems
This course provides the students with the knowledge and skills for diagnostic assessment of developmental language processing problems related to literacy skills of reading, writing, listening and speaking for students with and without disabilities; reading remediation strategies including technology; speech and language acquisition and learning theories (first and second language); and supervision of reading/language instruction across the curriculum K-12 in diverse cultural school settings. Review Ohio curriculum for foreign instruction and Ohio Model Competency-Based Language Arts. Required field experiences in diverse settings - 10 field hours.
4Curriculum Practices: Mild Disabilities
This course focuses on the role or responsibilities of the intervention specialists as it relates to curriculum adaptations and modifications and research supported instructional strategies and practices related to individual mild learner needs with a variety of disabilities. Students will develop and implement instructional plans for active learner participation which incorporates application of assessment, planning, implementing, and managing procedure for individual learners with mild cognitive and mild to severe affective/social/emotional behavioral needs across the curriculum. Required field experiences in diverse settings - 30 hours.
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