Special Education — Learning Disabilities (K-12 Major) requirements:
To be completed with an Elementary or Secondary Education major.
Thirty-six credits which must include:
- EDC 150 (2 cr) with 105 (1 cr) (to be offered W14).
- EDC 250 (3 cr) with 205 (1 cr) (to be offered F14).
- EDC 255 (4 cr), 350 (4 cr), 355 (4 cr).
- EDC 450 (3 cr) with 405 (1 cr), EDC 453 (4 cr).
- EDC 455 (3 cr) with 495 (6 cr).
- For certification, take and pass the MTTC Special Education — Learning Disabilities test
No course graded below 2.0 (C) may count toward a Special Education — Learning Disabilities K-12 Major; a 2.75 GPA is required.
EDC 105 Introduction to Special Education—Field
Identify patterns of students’ strengths and weaknesses, and specify intervention strategies to assist in learning. Introduction to the process of developing, implementing, and evaluating the progress of an IEP. Includes 30 hours of elementary/middle/high placement. Pass/Fail only. Required for Special Education K-12 major. Winter only.
EDC 150 Introduction to Special Education
Introduction to characteristics and categories of exceptional children, birth through adulthood. Learn the rules and regulations concerning provision of special education and related services. Discussion of historical and legal issues. Learn to develop, implement and evaluate the progress of an IEP. Required for Special Education K-12 major. Winter only.
EDC 205 Introduction to Learning Disabilities—Field
Work with children identified with a learning disability and collaboratively plan interventions/services including diagnosis, assessment, and specific remedial techniques. Experience the IEP process including the creation of goals and objectives that frame special education children's learning. Identify and discuss rules of confidentiality. Includes 30 hours of elementary/middle/high placement. Pass/Fail only. Required for Special Education-Learning Disabilities K-12 major. Fall only.
EDC 250 Introduction to Learning Disabilities
Study of the characteristics of children with learning disabilities and interventions/services for these individuals including diagnosis, assessment and specific remedial techniques. Understand and implement research-based theories and philosophies through lesson planning and field placement. Discussion of correlating factors leading to identification. Required for Special Education K-12 major. Fall only.
EDC 255 Transition Management in Special Education
Covers various life management theories in relation to all curriculum subjects. Students develop skills to effectively manage children’s behaviors and to be effective classroom managers. As they learn to manage and instruct the children in a special education classroom and prepare children for transition to adulthood, students engage in strategic planning in the areas of: study skills, self-management, problem solving, reasoning, coping skills, and self-determination skills.
*EDC 350 Instructional Design in Special Education
Examination of the methods of identification, assessment, and instructional planning for individuals with learning disabilities. Curriculum design and modification/adaptation of instructional materials for struggling children in the special education and general education setting are covered. A variety of classroom practices and strategies which emphasize and promote individual motivation, classroom management, transition planning, the use of assistive technology, and meeting the needs of diverse children are analyzed. Required for Special Education-Learning Disabilities K-12 major. <Term> only.
*EDC 355 Understanding Students with Learning Disabilities
Exploration of brain development and characteristics of children with learning disabilities from early childhood through adolescence. A focus on understanding ways of helping children with learning disabilities succeed through the use of instructional planning, technology, and inclusive education. Analysis of useful and creative strategies for teaching struggling individuals and understanding the importance and practicality of building support systems with parents, general education teachers, and other community resources. Required for Special Education-Learning Disabilities K-12 major. <Term> only.
*EDC 405 Curriculum Methods in Special Education – Field
Demonstration of the understanding of the IEP process by evaluating how goals and objectives are formulated to frame children’s learning. Goals within an IEP are identified and an instructional unit implemented incorporating appropriate teaching strategies. Individual growth as a result of the interventions is measured and the success of the instructional methods is analyzed and evaluated. Appropriate individual performance assessments are created. The ability to modify instruction based on assessment data is demonstrated. Includes 30 hours of Elementary/Middle/High placement. Pass/Fail only. Required for Special Education-Learning Disabilities K-12 major. <Term> only.
*EDC 450 Curriculum Methods in Special Education
Preparation and planning for the development of curriculum and individualized teaching methodology appropriate for individuals with disabilities in the least restrictive environment. Basic principles of instructional design are discussed including: conducting individualized needs assessments, development of group instruction; development of appropriate goals and objectives; understanding instructional sequence for struggling learners; curriculum maps to create instructional units and assessments based on National Common Core standards. Appropriate child performance assessments are created with students demonstrating the ability to modify instruction based on assessment data. Current practices and problems of instructing students with learning disabilities are addressed. Required for Special Education-Learning Disabilities K-12 major. <Term> only.
*EDC 453 Assessment and Remediation in Special Education
This course provides pre-service teachers with the knowledge and skills necessary to complete a comprehensive educational evaluation, interpret the results, and develop an instructional plan to address individual youth needs and deficits. Formal and informal assessment procedures are examined and include the evaluation of reading, language, mathematics, social/emotional development, vocational and transitional needs. Techniques for communicating test results are discussed. FERPA rules are addressed.
*EDC 455 Special Education Student Teaching Seminar
Work collaboratively to discuss strategic planning for students with learning difficulties. Design and prepare to implement models of collaboration that enhance the participation of special education students within the general education environment. Discuss current topics in special education.
*EDC 485 Internship in Educational Studies
Application of educational concepts, skills, and theory, through participation in work setting related to student’s learning objectives and long-term goals. Supervision by faculty and sponsoring organization. Includes substantive reflection assignment.
*EDC 495 Special Education Student Teaching
An 8-week directed teaching experience in a special education classroom setting under the guidance of a special education professional. The special education teacher and candidate work collaboratively to discuss strategic planning and accommodations for students with learning difficulties. The candidate will design and prepare to implement units of instruction and will work collaboratively to ensure learning for special education students in a pull-out setting and within the general education environment. Students will differentiate instruction for remediation and modify general education curriculum for student diverse learning needs.