Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well. [3 credits]

Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]

Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special
educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in the process of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. [3 credits]

NOTE: Students cannot receive credit for both SPE-237 and SPE-337.

Introduces diagnostic processes used in special education. Includes student-conducted informal and formal assessments as well as analysis, interpretation and presentation of test results.
Covers prescriptive techniques and instructional planning as well as current trends in student assessment. Addresses P.L. 94-142, COMAR and other related legislation. [3 credits]

Provides supervised classroom observation and participation in special education in a Baltimore area school. Assigned by the education department in cooperation with local school systems. Permission required. (Offered in Winterim.) [ 3 credits ]

Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisites: SPE-326. Permission required. [2 credits]

Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Permission required. Teaching internship fee required. [5 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Provides student with opportunities for full-time supervised teaching in a special education program in a Baltimore area school. Prerequisite: SPE-373. Permission required. Teaching internship fee required. [ 6 credits ]

This course is reserved for specialized topics and independent study.  [3 credits]

Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child will also be examined. [ 3 credits ]

Advances students' experience with assessment and its relationship to instruction, particularly in the areas of reading and writing. Students will learn about a variety of informal assessments available to the classroom teacher in the areas of reading and writing and will learn how to administer, score and interpret the results of these assessments. Students will consider why it is important to know and apply brain research to the teaching of reading and writing. Reporting assessment results to parents and developing appropriate educational programs will also be examined. [ 3 credits ]

Gives the learner a new perspective on student behavior and effective tools to facilitate positive student change. It provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topics covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems. [ 3 credits ] http://www.virtualeduc.com/cnd/

Considers selected issues in special education. Topics change reflecting developments in the field. [ 3 credits ]

Addresses the rights of special needs students, legal foundations, the attitudes and needs of parents and the responsibilities of educators. Explores characteristics of exceptionalities. Designed for the classroom teacher, this course stresses strategies for inclusion and adaptations for the regular classroom. Includes discussions with professionals. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates educating students with disabilities in
the general education classrooms. Upon course completion, the learner will be able to define key concepts and terms, identify and describe federal legislature and court cases, and list and describe the federal definition of students entitled to special services. This course will also discuss the roles and responsibilities of educators in providing special services to students educated in inclusive classrooms. [ Variable credit - 1-3 credits ]
NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course will help the learner achieve a better understanding of ADD and intervention strategies to facilitate positive student change. This course covers the history of the disorder, accepted methods to
assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For
situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents who would like more help or information about ADD or ADHD. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course describes Autism and Asperger's Disorder, including characteristics of these disorders, associated learning styles, communication weaknesses, and various intervention strategies. The course helps the learner make sense out of why individuals with Autism spectrum disorders behave the way they do, and what you can do to
enhance more appropriate behavior. This course also lists resources for educators, related service personnel, and parents who want more help or information on Autism and Asperger's Disorder. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

 A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Designed to help the learner identify and effectively teach students affected by child abuse and/or neglect, this course covers how to recognize the signs of physical, emotional, and sexual abuse, and physical and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is to help the participant understand the special learning needs of abused or neglected children and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework or an need for creating supportive learning environments for diverse learning populations. This course includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence. It is designed to help school personnel become more aware of the causes of aggression and ways to evaluate it and intervene before it turns to violence in the schools. The course also discusses aggression in our communities through driving, dating, sports, television, and music, and how these issues are dealt with in modern society. [ 3 credits ]

Addresses issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [3 credits]

Introduces the diagnostic processes used in special education for students from birth to adulthood. Includes informal and formal assessment methods as well as analysis, interpretation and presentation of test results. Course content covers federally mandated assessment regulations. The course includes prescriptive techniques and instructional planning for special needs students at the secondary level. [ 3 credits ]

Introduces the diagnostic processes used in special education. Includes student conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning. Note: Students with prior experience in special needs testing should enroll in SPE-545. [ 3 credits ]

Addresses current issues and trends in assessment, and explores formal, informal, and innovative means of assessing student needs and achievement. Issues related to testing exemptions and accommodations will also be addressed. Designed for students with experience in special education. Prerequisite: Prior experience in special needs testing. [ 3 credits ]

Provides the student with methods to facilitate the teaching of students with significant learning and behavioral differences. The course content addresses cognitive processing, classroom management and behavioral support strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing students' progress are explored. Current trends, issues, and legislation updates are included as well. [ 3 credits ]

Focuses on the role of assistive and instructional technology in accessing the general education curriculum for students with and without disabilities within the Universal Design for Learning framework. Participants will develop a basic understanding of the principles of universal design and how these principles can be applied to curriculum materials making them more accessible for all students. Familiarity with resources as well as the integration of strategies and tools enabling students to access curriculum will also be incorporated into the course. Online course. [3 credits ]

This course will address issues such as application of current general and special education school laws and policies as applied to special needs students, arbitration, accessing and utilizing resources and funds. Staff issues such as interviewing, managing team process, and instructional supervision will also be addressed.

This course will explore issues such as observation and conferencing techniques, informal vs. evaluative supervision, mentoring, and effective communication. A collaborative approach to inclusion models such as co-teaching and team teaching, effective use of support staff and consultants, and accountability issues of effective site based management will be explored.

Explores a broad spectrum of classroom and behavior management strategies as well as generic and subject specific study, organizational and self-regulatory skills. Course will focus on research support as well as systematic, effective implementation. (Expansion of the strategies component of SPE-527 Teaching Special Needs Students in Inclusive Settings, a course  offered in the Post-Baccalaureate Certificate Program). This course will provide participants with the knowledge and skills necessary to design learning environments that facilitate  understanding, foster responsibility for learning, encourage peer interaction, create opportunities for collaborative learning and support inclusion for elementary with disabilities. Instructional approaches, researched based practices and program models for diverse learners will be presented. Participants will develop individual education plans with goals and accommodations that align to state standards, promote student access to general education curriculum and meet legal requirements.[ 3 credits ]

Develops the knowledge and skills to assist individuals with disabilities in transitioning from school to postsecondary life. Transition planning will be defined and related disability legislation explored. The family's role in transition will be discussed as well as empowering student selfdetermination and involvement. Person-centered practices to individualize the transition process will be explored. Community transition planning will be emphasized, including interagency agreement. Teaching for transition, finding vocational placements for students, pursuing postsecondary educational opportunities and independent living supports will be examined. Students will learn to design and implement individual transition plans for youth with mild to significant disabilities. [ 3 credits ]

Thorough investigation into the area of social, emotional and behavioral issues of special needs and atrisk students, with attention to the legal definition of "seriously emotionally disturbed." Course will explore school and community interventions and resources. Group behavior management programs, and direct instruction in areas such as pro-social skill training and conflict resolution will be explored. Strategies for academic interventions, supported by emotional and behavioral practices will be included.

Attention to the reading and writing difficulties of special needs students, across disabilities, will be the focus of this course. Language processing issues, as well as research supported compensatory and remedial interventions and programs will be explored. Integrated, multisensory, cross-curricular approaches as well as innovative staffing and support models will be researched and discussed.

Focuses on effective leadership and communication skills for school-based personnel, with a particular focus on Special Education teacher-leaders. We will explore leadership, communication, group dynamics, and address issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [ 3 credits ]

Provides pre-service and inservice teachers with appropriate methods to facilitate the teaching of mathematics to students with special needs and to gifted students. The course content includes teaching for understanding, development of mathematical thinking, performance-based instruction, and curriculum thrusts defined by NCTM (National Council of Teachers of Mathematics) standards. Models of instructional delivery, adaptations of curriculum and materials, problem solving strategies, and assessment options are explored. Current issues and trends concerning quality mathematics programs are discussed. [ 3 credits ]

Provides pre-service and inservice teachers with appropriate methods to facilitate the teaching of mathematics to students with special needs and to gifted students. The course content includes teaching for understanding, development of mathematical thinking, performance-based instruction, and curriculum thrusts defined by NCTM (National Council of Teachers of Mathematics) standards. Models of instructional delivery, adaptations of curriculum and materials, problem solving strategies, and assessment options are explored. Current issues and trends concerning quality mathematics programs are discussed. [ 3 credits ]

Provides opportunities to learn from presentations by professionals who serve students with low incidence disabilities. Issues related to disabilities such as traumatic brain injury, sensory impairments, severe/profound mental retardation and medically fragile children will be addressed by professionals who work with these children on a daily basis in various school and community settings. [ 3 credits ]

This course explores and teaches the foundations of reading development and acquisition of literacy with a targeted focus on a structured language approach. The class addresses aspects of cognition and behavior that affect reading and writing as well as the necessary strategies and techniques to support and instruct the struggling reader. Participants will understand the earl warning signs often displayed by students with dyslexia or other related language-based learning differences. Class participants explore all parts of the acquisition of literacy, including oral language development, phonology (phonological and phonemic awareness, phonics), word recognition, spelling, fluency, and comprehension. [ 3 credits ]

This course is designed to help teachers deliver content to best teach students with language or math-based learning differences. The course focuses on creating a foundation of conceptual understanding, building number sense, developing visual-spatial skills, and promoting procedural fluency. The growth of these skills becomes the bedrock for guiding students to acquire mathematical language. Like our alphabet, math is a symbolic language that needs to be carefully taught using direct instructional techniques.  [ 3 credits ]

The focus of this course is on the acquisition of reading, writing and spelling skills using a multisensory structured literacy approach. Participants will develop and understanding of how the brain learns to read and how to approach instruction as a diagnostician. Class participants will explore all parts of the acquisition of literacy, including oral language development, phonology (phonological & phonemic awareness, phonics), decoding/word recognition, spelling,
vocabulary, fluency, and comprehension. While theory and research will be shared, the primary focus of this course is the direct application of teaching from a structured literacy perspective. [ 3 credits ]

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 2-5 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Helps participants understand the symptoms of ASD (Autism Spectrum Disorder) in students, how it affects their ability to learn through assessment and observation methodologies and implementation strategies in the classroom to help students, educators, and parents cope with the disability. Participants will learn inclusive educational settings techniques and the importance of trans-disciplinary teaming for students with ASD. Finally, participants will review and consider variables in the environment impacting on behavior management no matter where the students fall on the spectrum. Online course. [ 3 credits ]

This is reserved for specialized topics and independent study related to special education. [3 credits]