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SPED/533

Mainstreaming and Inclusion

Course level: Continuing Teacher Education

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Continuing Education for Teachers

Online

Format

$525

Estimated Tuition

3 credits

Total credits

4 weeks

Course length

Take this course on its own, or as part of a degree or certificate program.

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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.

The focus of this course is mainstreaming and inclusion of students with special needs in regular classrooms. Participants explore the history and evolution of special education, including federal legislation and related standards. Identification and referral, lesson planning, modifications and accommodations, communication and collaboration, and assessment are also examined.

This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.

Prerequisites

None

Required materials

The materials required for this course are covered in your resource fees.

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.

Earn these career-relevant skills in weeks, not years.

  • Analyze landmark cases relating to the evolution of special education.
  • Identify federal legislation protecting educational services for students with disabilities.
  • Explore how response to intervention (RTI) has impacted mainstreaming and inclusion of students with disabilities.
  • Compare various service delivery models.

  • Describe the general education pre-referral process as it relates to response to intervention (RTI).
  • Explore regular and special education teacher responsibilities in identification and referral.
  • Identify circumstances that may lead to due process and manifestation hearings with special needs students.
  • Identify the potential benefits and barriers of inclusion from the perspectives of family, general education teachers, and paraprofessionals.
  • Describe the roles and responsibilities of stakeholders implementing the special education continuum of services for students with varying abilities and disabilities.
  • Explore collaboration needs and models of regular education teachers, special education teachers, and paraprofessionals in mainstreamed and inclusion classrooms.

  • Examine various assistive technology strategies that allow students to access the general education curriculum.
  • Identify differences in state and special education standards that provide appropriate curriculum and instruction to special needs students.
  • Explore modifications and accommodations that can be made in the regular education classroom to promote student success.
  • Analyze how the various components of differentiated instruction can be applied in the classroom.
  • Integrate appropriate differentiated instruction strategies into lesson plans for students of varying abilities and disabilities.

  • Describe assistive technology strategies that provide students of varying abilities and disabilities access to evaluation methods.
  • Compare state standards to special education standards that provide appropriate assessments to students with varying abilities and disabilities.
  • List strategies for effective instruction and assessment.
  • Recommend various strategies for developing independent learners in mainstreamed classrooms.

Why take courses at University of Phoenix?

University of Phoenix serves busy adults

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.

Transfer-friendly courses

Before you enroll in a course, check with your school of choice to make sure they will accept your transfer credits and to understand any requirements or limitations. Then you can request your transcripts.

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. If you have a question contact us at (866) 354-1800.

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Enrollment Rep. Sarah P.

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University of Phoenix reserves the right to modify courses. Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative. If you have a question contact us at (866) 354-1800.