This course will prepare urban special education teacher candidates on the definitions, identification, assessment, characteristics, educational strategies, and models of programming for diverse urban students with disabilities that are within the mild to moderate disability range.
3 Undergraduate credits
Effective August 15, 2022 to present
- Demonstrate knowledge of the key concepts addressed in State of Minnesota standards of Effective Practice in Special Education for understanding the characteristics and meeting the needs of students with mild/moderate disabilities: emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities.
- Similarities and differences across disabilities, including impact of coexisting conditions or multiple disabilities, on acquisition of academic, behavioral, functional, social, emotional, and communication skills and how to meet the needs in a range of service delivery models.
- Summarize the issues relating to providing appropriate instruction to students with mild/moderate disabilities, as demonstrated in individual, small group work, written assignments, and final examination.
- Demonstrate the ability to integrate information from readings, class presentations, activities, and prior experiences as demonstrated in small group work and written reflective assignments.
- Identify the role of the regular classroom teacher in meeting the needs of urban learners identified with special education needs.
- Discuss the role of the special education teacher in educating urban learners with mild/moderate disabilities in general education classroom settings.
- Demonstrate an understanding of educational strategies that are effective with urban students¿ needs living in urban areas.
- Recognize the mandated role of the school district to provide service to urban learners with special education needs and the areas of service provided including access to services, networks, agencies, and organizations for individuals with autism spectrum disorders, developmental cognitive disability, emotional or behavioral disability, specific learning disabilities, and other health disabilities and their families.
- The role and interaction of disability in the characteristics of diverse exceptional urban learners.
- Models for promoting cultural and linguistic responsiveness within special education practice: o Compare and contrast general education and special education perspectives in promoting effective instruction in school settings. o Identify available resources and agencies useful to general and special educators in serving the needs of urban learners with exceptionalities. o Positive behavior interventions and supports. o Strategies for tiered models of academic intervention. o Applying universal design of instruction and assistive technology supports o School-wide and system wide policy and a
- Examine factors contributing to successful educational outcomes of urban learners from ethnically and linguistically diverse.