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"Degrees & Programs"

SPE/578

Models, Theories and Instructional Strategies for Spe

Online

Format

$1620

Estimated Tuition

credits

Total credits

weeks

Course length

Start when you're ready

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Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level: EDU Graduate

This course focuses on the theoretical models that underlie teaching and learning. Students examine methods for teaching all students, explore lesson plan designs, analyze the most effective teaching strategies to promote student learning, and develop a lesson plan. This course is not available for enrollment to residents of Arkansas, Connecticut, Hawaii, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, New Jersey, New Mexico, New York, Ohio, Pennsylvania, Rhode Island, Tennessee, Texas, Utah, West Virginia. Wisconsin, Wyoming, and individuals who reside outside the United States

Prerequisites

This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.

What you'll learn

Course skills and outcomes

Week 1

  • Examine different methods for creating lesson plans.
  • Explain the role of state and national standards in lesson planning.
  • Evaluate appropriate learning progressions for lesson planning in a special education environment.
  • Investigate methods for collaboration in planning instruction for diverse learning needs.

Week 2

  •  Compare different types of assessments.  
  •  Explain how utilizing RTI (Response to Intervention) promotes collaboration and supports student learning.
  •  Describe how a collaborative review of assessments, data, and evaluations of student learning can be used to guide lesson planning and instruction.
  • Explore strategies for engaging learners to evaluate assessment data and teacher feedback to set goals for their learning.
  •  

Week 3

  • Explain the use of formative and summative assessment to drive instructional planning.
  • Investigate strategies for incorporating students’ individual IEP objectives into lesson planning.
  • Explore the ways in which language, learning styles, and cultural diversity impact planning.
  • Assess the importance of planning to accommodate, modify, or differentiate instruction.
  • Examine the use of short- and long-term planning for cross-disciplinary integration in special education.
  • Integrate technology standards and digital tools and resources to adapt and personalize learning experiences.

Week 4

  • Identify strategies and best practices for teaching exceptional learners, including the use of technology to support assessment, planning, and delivery.
  • Describe methods for adapting instruction and providing multiple models of concepts to address the needs of learners.
  • Differentiate between remediation, intervention, accommodation, and curricular modifications for instruction.
  • Examine the use of student and teacher self-reflection to enhance learning.

Week 5

  • Research different models and theories of classroom and behavior management with respect to cultural backgrounds and differing perspectives.
  • Describe a positive, motivating, and supportive classroom environment for the exceptional learner that fosters collaboration and builds ownership of learning.
  • Identify safe and appropriate methods of conflict resolution, crisis intervention, and peer mediation.
  • Examine tools, resources, and technology for classroom integration and behavior management.

Week 6

  • Describe how collaboration between all stakeholders facilitates a supportive, respectful, and positive student learning experience.
  • Evaluate the effect of school, family, and community collaboration for transition planning.
  • Examine strategies for collaborating with colleagues, students, and families to set and achieve goals.
  • Investigate strategies for working with students to set expectations that foster shared values and respectful communication.
  • Describe the benefits of teachers working with colleagues to develop skills and build professional knowledge.

Why UOPX

Why take courses at University of Phoenix

Accreditation that matters

We’ve been accredited by the Higher Learning Commission (hlcommission.org) for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Next Steps

Start a conversation about your future with an enrollment representative today.

Start a conversation about your future with an enrollment representative today.

Call (844) 937-8679

Transfer Credits

Credit Transfer

Credit Transfer

Need to transfer credits to another college or university?

Before you enroll in a course, check with your school of choice to make sure they will accept our transfer credits and to understand any requirements or limitations. Then you can complete your course, and request your official transcript be sent to your school. That’s it!

How to request your transcripts