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SPED610: Special Education Student Assessment & Evaluation (4 credits)
Oct. 4, 11, 18, 25 and Nov. 1
9 a.m. to 5:30 p.m.
Provides valuation on present levels of educational performance (PLOEP) of special education students as it relates to their eligibility criteria for IDEA. Students acquire information and master skills through a variety of learning modes, styles and instructional methods. Alternate strategies of assessment of academic performance for EALRs in the WASL and accommodation of special populations are addressed.
Instructors: Pattabi Raman and team
SPED608: IEP & Accommodations for EALRs/WASL for Diverse Student Populations (4 credits)
Nov. 8, 15, 22, Dec. 6 and 13
9 a.m. to 5:30 p.m.
An overview of core principles for writing an IEP with particular reference to the EALRs and their relationship to the WASL for meeting diverse student needs. Students explore specific approaches to planning academic and behavior goals as a result of differences in information processing, ethnic, cultural and linguistic backgrounds for optimal accommodations in least restrictive classroom environments.
Instructors: Pattabi Raman and team
SPED611: Issues in Curriculum Modification, Instructional Methods for Inclusion (4 credits)
Jan. 3, 10, 17, 26 and 31, 2009
9 a.m. to 5:30 p.m.
Explores the philosophy of special education curricula and its integration of developmentally appropriate concepts, including the principles of IEP development, goals and objectives geared to the at-risk learner, material selection and adaptation and modification of instructional strategies for inclusion.
Instructors: Pattabi Raman and team
SPED604: A Spectrum of Learners: Exceptionality (4 credits)
Feb. 14, 21, 28, March 7 and 14, 2009
9 a.m. to 5:30 p.m.
Students examine concepts of exceptionality: identification and its definition/nature and extent and impact on the classroom environment and teaching. Identification and management of specific handicapping conditions such as visual and hearing impairment, autism, Asperger syndrome, Tourette syndrome and other neuroleptic conditions are discussed. The range of exceptionality explored includes giftedness, artistic ability, creativity and cultural uniqueness.
Instructors: Pattabi Raman and team
SPED612: Functional Behavior Analysis and Strategies for Teaching Pre-social Skills in the Least Restrictive Environment (4 credits)
March 28, April 4, 11, 18 and 25, 2009
9 a.m. to 5:30 p.m.
Students learn philosophies and common approaches to functional behavior analysis. Students find effective strategies for behavior management from a non-behaviorist approach and discuss conceptual frameworks for teaching pre-social skills that enhance emotional intelligence (EQ) for special and at-risk populations. Students assess, write and implement behavior goals and objectives in relationship to IEPs and objectives of communication under EALRs.
Instructors: Pattabi Raman and team
SPED613: Special Education and the Law (1-5 credits)
May 9, 16, 23, 30, June 6 and 13, 2009
9 a.m. to 5.30 p.m.
Principles of organization and management in special education – from congressional to state to district mandates – are the focus. Factors for compliance with procedural and legal issues for delivering services in special education include federal and state laws, referral processes, assessment, FAPE, least restrictive environments, accommodations, labeling guidelines, funding options, the rights and privileges of parents and confidentiality under Public Law 94-142, Public Law 99-457 (IDEA) and Section 504. Students conceive a predict-and-prevent plan as a proactive way of avoiding legal problems by mediation rather than litigation.
Instructors: Pattabi Raman and team
Summer 2009 Program
SPED605: Methods, Issues & Trends in Early Childhood Education (4 credits)
Dates: TBA
Understand and explore the concept of critical periods of development and sensory integration of the nervous system from conception to pre-school years. The course focuses on the central role of caregivers in bonding and emotional growth of children, the benchmarks in early development as they relate to the prevention of learning deficits and the elementary concepts of nutrition for optimal development of the brain including the immune system.
Instructors: Pattabi Raman and team
SPED609: Language Acquisition & Literacy Issues in Special Education (4 credits)
Dates: TBA
Students explore how to assess and address the difficulties experienced by special needs children with both expressive and receptive language. Issues in relation to mastering language and literacy skills are explored from a developmental perspective. The needs of students with communication disorders are assessed from varied linguistics backgrounds. Strategies are discussed for instructional and curriculum adaptation for both oral and written communication in an inclusive classroom.
Instructors: Pattabi Raman and team
SPED614: Cultural & Linguistic Diversity Issues in Special Education (4 credits)
Dates: TBA
Students examine the demographic challenges faced by educators in the learning environment on a range of diversity matters, including race, culture, ethnicity, language, religion and exceptionality as defined by Washington. Students explore proven models of equalizing educational opportunities in a classroom for diversity and methods of integrating curriculum goals (e.g., pre-social learning) across content areas in the EALRs.
Instructors: Pattabi Raman and team
SPED606: The Student in Context: Families, Communities & Futures (4 credits)
Dates: TBA
Students learn to identify the essentials of an Individual Family Services Plan (IFSP), including the central role of the family in terms of its commitment, obligation and responsibility in developing an IFSP. The course emphasizes understanding family systems as they relate to school, family and community partnerships in delivering special education services and transition planning for post-school and career outcomes. Students learn about and practice communication strategies with parents from a variety of cultural and linguistic backgrounds to function in the role of advocates for their children.
Instructors: Pattabi Raman and team
SPED620: Supervised Field Internship (3 credits)
Course dates and times determined in collaboration with the instructor. Prerequisite: minimum 25 credits in the Antioch Special Education endorsement program.
The supervised internship/practicum is intended to demonstrate the transfer of skills and knowledge gained through the Special Education endorsement into the classroom/school setting. You gain a first-hand experience in the process of collaboration, teaming, partnerships, record keeping and also supervision of para-educators.
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