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This course provides a broad overview of the field of special education and the characteristics and needs of children and youth with disabilities. Historical perspectives, legal aspects, the full range of educational exceptionalities, and teaching adaptations are surveyed. Students will examine the nature and needs of students with exceptionalities as well as the educational programming and technology needed to help those students become competent workers and responsible, valued citizens. Collaboration and inclusion are emphasized.
Intermediate Writing. Collaboration and Conferencing Techniques for Educators. The course provides teacher candidates with the information and skills necessary to collaborate and consult with other professionals, families, and support agencies regarding the design and implementation of educational programs for students with and without disabilities. The underlying premise of this course is that educators need positive collaborative relationships with parents and school professionals in order to achieve many of their goals. These goals may include helping students to succeed in the least restrictive environment, providing continuity across a variety of instructional programs, or preventing unnecessary referrals to special education. The course is designed to help educators to become aware of their basic communication skills, develop partnership-building skills, and use strategies to manage conflicts/resistance, conduct interviews and team meetings, and problem solve. This course also fulfills the Intermediate Writing Core requirement. The principles of technical writing will be taught using a Writer’s Reference Guide and students will become acquainted with and use the American Psychological Association (APA) writing style for writing and research projects. A Collaborative Group Research Project will be developed using appropriate APA style. Students will be required to complete 12 hours of classroom observation and attend two team meetings at assigned schools.