SPED 120 Assessment (4 units). This course is designed for those who will be teaching and/or providing consultative services to teachers and parents of students with special needs. Both informal and formal assessments will be discussed. Participants will learn how to use assessment procedures in a standardized testing situation and then take that data, determine possible eligibility, and use it in developing related services and Individual Education Programs (IEPs) for students with disabilities. Non-discriminatory, appropriate assessment practices, legislation, litigation, and due process regulations related to assessment and evaluation will be highlighted.
SPED 115 Reading/Writing Strategies (4 units). This course will cover the formative and summative assessment strategies and instructional procedures, curriculum and instruction alternatives, and program planning for the literacy development of students with reading and/or writing challenges who are in special education. Standards for lesson planning and teaching will be taught for grades K-12 for students who are ASD, EBD, SLD, OHD, and/or DCD (mild disability categories). Within this course, the following methods for exceptional teaching and learning will be explored: inclusion, transition, co-teaching arrangements, small group instruction, and differentiating instruction in mixed ability classrooms.
ED 301 Elementary Practicum #2 (1 unit). The focus of this course is for teacher candidates to experience an elementary classroom. By interacting with students, teacher candidates will be preparing for their future career by practicing actual principles required for successful inclusion and collaboration, with a focus on understanding the elementary special education experience and perspective.
ED 201 Multilingual Learners Lab (2 unit). This semester you will work with your LDA Mentor to demonstrate competency of many of the principles from the Harry Wong textbook including teaching of classroom procedures, demonstrating your discipline plan in action, and completing a lesson plan “cycle.” Additionally, a significant portion of this course will provide teacher candidates the opportunity to learn about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.