Special Education PDPs   

This course will provide an overview of measurement theory and practices for addressing issues of validity,
reliability, norms, bias, and interpretation of assessment results. Students will learn to use psychological,
educational and achievement assessment data to inform instructional supports and accommodations for
students to access to the general curriculum. Through course activities, assignments, and resources, students
will learn to: apply knowledge of measurement principles and practices to interpret assessment results and use
the data to inform educational decisions for individuals with disabilities; communicate with colleagues and
families assessment data; make data-based decisions with and about learners; and tools monitor the learning
progress of individuals. Additionally, students will develop an understanding of legal policies, ethical principles,
and culturally responsive principles regarding assessment related to special education referral, eligibility, and
individualized instruction for individuals with disabilities or needs, including individuals from culturally and
linguistically diverse backgrounds

SE:  Instructional Strategies for the Exceptional Learner

The purpose of this online course is to present evidence-based classroom strategies for modifying instruction and behavior management to meet the unique learning needs of students with disabilities. Readings, reflective discussions, module content, and online activities will describe specific teaching strategies to facilitate and support student progress. Utilizing a case study approach course participants will develop an Instructional Strategy Plan for at least one student with a mild or moderate disability. These action plans will spell out in detail specific instructional strategies matched to annual goals in a student's Individual Education Plan. The following teaching priorities will be addressed: student learning style, discipline, classroom routines, classroom organization, test taking procedures, and general/special education collaboration. The components of the Instructional Strategy Plan will include: description of student strength and weakness, instructional/behavioral interventions, classroom accommodations/modifications, data collection method, and evaluation timeline.

SE:  Instructional Strategies for the Exceptional Learner, 2nd edition

This 2nd edition course is created for those individuals who successfully completed the original ‘Instructional Strategies for the Exceptional Learner’ self-paced online course. The purpose of this 2nd edition course is to extend the knowledge, skills, and strategies of this original course by continuing to present evidence-based classroom strategies for modifying instruction and behavior management to meet the unique learning needs of students with disabilities.

Readings, module content, and online activities will describe specific teaching strategies to facilitate and support student progress. The first module consists of the History of Disability and the Law, aiming to give individuals the knowledge base to answer some of the why's of special education. The second module is based on broadening the individuals scope of understanding of accessibility and Universal Design for Learning along with accommodations and modifications. Modules 3 and 4 contain at least one material related to one of the 13 disabilities identified in the Individuals with Disabilities Education Act. These materials were selected for specific reasons - knowledge, perspective sharing, and information about supports and strategies to increase the success of your students.

Specific instructional strategies matched to annual goals in a student's Individual Education Plan will be addressed: including modifications to classroom routines and organization, accommodations, general/special education collaboration, and behavior interventions.
 

SE: ‘Trauma Informed Approaches to Challenging Behavior’ 

Course Description:  This course meets the requirements for effective schooling for students with disabilities and instruction of students with diverse learning styles and focuses on the importance of creating and maintaining a safe and collaborative learning environment for students with emotional and behavioral needs. Teachers will learn both proactive and reactive trauma-informed strategies to address challenging behaviors in the classroom setting in a non-punitive manner.