Master of Arts in Education/Special Education

0 Credits

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program's progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed.

1 Credits

This course provides learners in the College of Education programs with strategies for academic success within the University of Phoenix adult learning model. Learners will apply written and oral communication principles to their roles as educators, examine research methods for finding and evaluating resources, and develop effective skills in collaboration and critical thinking in preparation for their program and workplace.

3 Credits

This course provides an overview of the different categories of exceptionality. Students will be introduced to special education laws and their implications for delivery systems, transition plans, and identification and placement procedures.

3 Credits

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.

3 Credits

This course examines the characteristics of students with learning disabilities and language and development disorders. Emphasis is placed on classroom management, instructional strategies, assessment, and augmentative and alternative technologies. Attention is given to the referral process and available program or service delivery options.

3 Credits

This course focuses on the task of assessing the exceptional learner and diagnosing his or her strengths and needs. The course will examine the common tests and evaluation systems used in public school special education and their relationship to writing and monitoring an IEP. Emphasis is placed on the significance of professional responsibility and ethical practice in special education. The course also addresses specific diagnostic procedures and the evaluation of data as part of the instructional process.

3 Credits

This introductory course is designed to assist teacher candidates in developing strategies and techniques to support students with Autism Spectrum Disorders (ASD). This class is designed to familiarize teacher candidates with the complexity of ASD. The course provides theoretical background and practical instructional strategies needed for working with students with ASD. Participants will gain a better understanding of key issues related to inclusive instructional practices, adjust behavioral challenges, as well as foster communication and social-perceptual thinking skills.

3 Credits

This course examines issues related to the instruction of students with intellectual and developmental disabilities. Individuals with a traumatic brain injury will be considered among this population. Attention is given to legal foundations, learner characteristics, and instructional considerations. Emphasis is placed on collaborating with families of children with intellectual and developmental disabilities.

3 Credits

This course provides an in-depth examination of students with emotional and behavioral difficulties. Attention is given to federal and state regulations, possible causes such as traumatic brain injury, learner characteristics, student identification, and program models. Emphasis is placed on behavioral techniques, classroom management skills, and instructional practices.

3 Credits

This course provides an overview of the unique characteristics, learning styles, and challenges faced by individuals with physical and health disabilities including students with traumatic brain injury, other health impairments and orthopedic impairments. Attention is given to federal and state regulations as they pertain to qualifying these individuals for special education services within the schools. Various program models available through public, private, and hospital settings will be reviewed. Supports, accommodations, and curricular modifications will be explored. The impact of inclusive education and self-contained placements on this population will be analyzed.

4 Credits

This course focuses on the most current research, theory, and methods of reading instruction, while providing students with the background knowledge in language arts necessary to prepare an integrated reading unit of instruction. Various instructional and assessment techniques, including research-based phonics, are modeled. A practical application project, based on work with a student in a K-8 school setting, is incorporated into the course requirements.

3 Credits

This course will introduce students to the concept of and methods for instructing in a Structured English Immersion (SEI) environment. Students examine the legal and historical foundations of structured English immersion (SEI) foundations, the English Language Proficiency (ELP) Standards, SEI identification, and the application of assessment data to instruction. Students are also introduced to instructional elements and language development of English learners in elementary grades, including language acquisition theories, elements of language, and language domains. Culturally relevant instruction for English learners and family and community engagement are also explored. This course is designed to meet the standards set by the Arizona Department of Education.

3 Credits

This course focuses on the vertical alignment of national, state and local mathematical standards used to deliver content instruction, in the area of mathematics to diverse learners. In addition, this course will provide the learners the opportunity to examine and analyze strategies that support learner development, learner differences, content knowledge, application of content, assessment, planning instruction and professional practices.

3 Credits

This course addresses Structured English Immersion (SEI) instruction and assessment of K-12 English learners. Students examine the Universal Design for Learning (UDL) framework as an approach to English language instruction for diverse learners. The alignment of English Language Proficiency (ELP) Standards to the Arizona English Language Arts Standards (Reading, Writing, Listening and Speaking, and Language) and their application to lesson planning is also explored. This course is designed to meet the standards set by the Arizona Department of Education.