The Teaching and Assessing Students with Disabilities (SPED 711) course provides an overview of the special education process while focusing on various types of learners with special needs. Topics include: legal requirements and laws, topics on public laws relating to individuals with disabilities, categories of exceptionality, identification and intervention, collaboration, identification and assessment of children, inclusion, coordinating with various agencies and specialists, and planning, delivering, and documenting educational services.
This graduate course is completely on line providing eight (8) modules for discussion, written assignments, face-to-face video instruction, and scholarly resources completed over an 8-week term. Students will be required to participate in on line discussion and complete assignments leading up to a final summative case study. The professor is a Ph.D. in Education with proper credentials for working with students with disabilities. The course is available immediately offering students the opportunity to work at their own pace under the supervision of a Ph.D.-level professor with extensive credentials. Students would earn three (3) graduate credits for successful completion. (See section below on Transferable Graduate Credit.)
The cost for SPED 711 is $300.00. Additionally students are responsible for purchasing or accessing reading materials and having computer access for completion of the course. Payment will be made when a student registers using a credit card with our secure PayPal account. Registration does not result in any unnecessary contact from Keiser University unless the student initiates such contact. A student will receive a receipt and access information for the course through email.
The following course objectives are for Teaching and Assessing Students with Disabilities – SPED 711 at Keiser University:
Upon completion of the course, candidates will:
Develop a working understanding of the history of special education, the current laws that govern it (IDEA, Section 504, and ADA), and how curriculum standards affect students in special education.
A, B, G, H,
Demonstrate a working knowledge of the characteristics of the major disability categories as written in IDEA and how socio-economic status, gender, culture, language, and risk factors affect students with special needs.
A, C, E,
Develop or modify lesson plans based on students’ learning goals, choosing appropriate strategies, accommodations, resources, and materials to differentiate instruction for both individual and groups of learners based upon Universal Design for Learning (UDL).
C, E, F,
Develop environmental, curricular and management strategies that will assist students with learning differences in all areas.
C, E, F, J,
Apply knowledge of the processes (e.g., individualized family support plan (IFSP), individualized education plan (IEP), transitions, response-to- intervention (RTI), etc.) that are outlined in IDEA to ensure that all students identified with disabilities have their individual rights met.
A, B C, G, H, I
Use positive communication techniques with parents of students with special needs, fellow teachers, administrators, and specialists.
D, E, G, H
Use effective technology with the curriculum to meet the needs of students with learning differences.
E, F, J, L
Describe how personal experiences and assumptions can directly influence relationships with students with disabilities and their families.
B, E, F, H
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