spe300ca | undergraduate
Orientation To The Exceptional Child
This undergraduate-level course is 5 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.
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Addressing the Needs of Diverse Learners in the Classroom
- Explain the use of pre-assessment in the development of instructional sequence.
- Demonstrate how a lesson plan can be modified to accommodate students with special needs.
- Define the three options for accommodating students with disabilities when participating in statewide or district-wide testing.
Assessment of Exceptional Children
- Determine appropriate assessment techniques needed to evaluate diverse learners.
- Describe how to differentiate assessment of gifted and talented students.
- Define how to use technology to assess student learning of diverse learners.
Response to Intervention (RTI)
- Describe the Response to Intervention process and the Classroom-Based Problem-Solving Model.
- Explain how Response to Intervention supports student learning.
- Analyze how Response to Intervention supports the decision-making process for special education.
- Explain progress monitoring in the Response to Intervention process.
- Interpret Response to Intervention assessment results to determine appropriate interventions.
Overview and Historical Background of Exceptional Children
- Identify historical perspectives and current practices.
- Define success for all students in the general education classroom.
- Describe the benefits of including all students in the general education classroom.
Collaboration and Team Approach
- Explain the key components of effective professional collaboration.
- Define the role of each of the teams serving students with special needs: pre-referral, assessment, and Individualized Education Program teams.
- Identify the process for pre-referral by the general education teacher.
- Explain the referral process in a local school.
- Identify different types of collaboration approaches.
Special Education Law
- Explore the federal, state, and local laws that govern current practices for educating students with disabilities.
- Differentiate between Individuals with Disabilities Education Act (IDEA), Americans with Disabilities (ADA), and Section 504 of the Rehabilitation Act of 1973.
Types of Disabilities
- Define the different types of disabilities according to IDEA.
- Define the characteristics of different disabilities.
- Identify instructional strategies for working with students with different disabilities.
- Provide examples of low- and high-tech assistive technology that can be used with students with special needs.
Other Diverse Learners
- Identify the characteristics and needs of gifted and talented learners.
- Identify emotional and behavioral disorders and the attributing factors associated with these conditions.
- Identify the characteristics and needs of culturally and linguistically diverse students.
- Identify characteristics of students who may be at risk for school failure.
- Provide examples of strategies for working with diverse learners in the general education classroom.
- Define related services for special education students.
- Identify the roles and responsibilities of the specialists and paraprofessionals who may participate in educating students with disabilities.
- Provide examples of the placement settings for students with disabilities.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
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While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.