Surveys the characteristics of exceptional students (P-12) and explores methods and materials for teaching and assessing such students. This course also examines the historical and legal treatment, identification, classification, and unique cognitive and social/emotional characteristics of individuals requiring mild intervention in school settings.

Offered in summer session one.

This course examines the use of proactive and responsive practices to support social, emotional, and educational well-being of students. Trauma-informed practices and the recognition of social, emotional, and behavioral reactions to trauma that may impact a student’s academic growth and development will be addressed.

Offered in summer session two.

This course examines formal and informal assessment and their application to writing Individual Education Plans (IEPs), curriculum modifications and adaptations (academic and social), behavior management plans and reports to families. Assessment bias and its implications will be studied.

Offered in summer session two.

NOTE: Involves intensive supervision

This course focuses on effective teaching of reading in elementary and secondary settings. The course involves supervised field work.

Offered in fall.

This course examines and demonstrates basic modifications and adaptations used in teaching and assessing exceptional students needing mild intervention. It also includes techniques in communication and collaboration with parents and professionals. Evidence-based strategies for working with exceptional learners K-12 are addressed. The course involves supervised field work.

Offered in fall.

This course examines how to develop effective communication models with education professionals, community leaders, and families. The course involves supervised field work.

Offered in spring.

This course provides an overview of the legal rights of students and their families in the field of special education. The Individuals with Disabilities Education Act and its implication for teachers will be emphasized.

Offered in spring.

This course emphasizes knowledge, dispositions, and performances regarding essential competencies as indicated in the CEC standards. This will be accomplished by selecting and explaining products from students, parents, self, and the professional community as students build a professional portfolio of CEC Standards. Guided professional experiences in special education include observations, teaching, and other professional activities that assure competency of the CEC standards required to teach exceptional children needing mild intervention. The course involves extensive supervised field work.

Offered in spring.

Courses in the program involve structured supervision by professors in classroom and clinical settings. ED 408, ED 584, and ED 589 include field work that is supported by professors and University supervisors. ED 479 involves instructor guided fieldwork with families of students with exceptional needs.

The program’s director serves as a mentor and advisor throughout the program of study. Graduates will be supported by the director after their completion of their program through communication regarding ongoing professional development opportunities.

Through their participation in the Alternative Special Education-Mild Intervention Certificate program, students will be added to the email distribution and invited to professional development opportunities. This ongoing support can help educators get up-to-date information for their growth as educators, earn PGP points and renew a license, and/or work toward a certificate or graduate degree. Some College of Education professional development opportunities include:

• The TEACH Butler program, which offers professional development through the College of Education, includes workshops, online learning, conferences, guest speakers and more
• Partnership for Inquiry Learning which provides ongoing and in-depth professional development to teachers in grades Pre-K through 8, with emphasis on inquiry-based, student-centered workshop teaching in reading, writing, math, and early childhood education
• Annual Educational Neuroscience Symposium which is led by educators who are in schools and classrooms along with community frameworks that have been created and are currently integrating the social and relational neurosciences. supporting a variety of programs, recovery centers, law enforcement, judicial systems, among many other community sectors
• “Collab Nights” are an opportunity to meet with the current student teachers and the COE faculty