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SPED 440 Interventions: Mild Disabilities

This course will prepare urban special education teacher candidates in academic and behavioral interventions and practices for differentiating, adapting, and accommodating the needs of urban learners with mild disabilities in diverse urban educational settings. Candidates will design, implement, modify, and adjust instructional programs and processes and adapt content materials and environments to enhance urban student learning, participation, and performance. Concurrent enrollment in SPED 445 places candidates in an urban special education setting to complete applied learning activities.


Special information

Prerequisites: Admission to the School of Urban Education. With Instructor¿s permission, the course may be taken concurrently with SPED 445.
3 Undergraduate credits

Effective August 15, 2022 to present

Learning outcomes


  • Adapt and modify curriculum and deliver evidence-based instruction, including scientific research-based interventions when available, aligned with state and local grade-level content standards to meet individual learner needs.
  • Design, implement, evaluate, and adjust as needed, research-based interventions based on screening results, information from families, and performance data in the context of general education instruction and prereferral interventions.
  • Collaborate with teachers, specialists, and related service providers, to identify patterns of strengths and weaknesses that require systematic explicit instruction, accommodations, and modifications, including the use of assistive technology for access to the curriculum.
  • Apply strategies to increase functional developmental skills, academic skills, reasoning, problem solving skills, study skills, organizational skills, coping skills, social skills, self-advocacy, self-assessment, self-awareness, self-management, self-control, self-reliance, self-esteem, test-taking skills, and other cognitive strategies to ensure individual success in one-to-one, small-group, and large-group settings, including preparation for transition.
  • Access and evaluate information, research, and emerging practices relevant to the fields of autism spectrum disorders, developmental cognitive disability, emotional or behavioral disability, specific learning disabilities, other health disabilities, and academic and behavioral interventions through consumer and professional organizations, peer-reviewed journals, and other publications.
  • Engage in continuing professional development and reflection to increase knowledge and skill as a special educator; to deepen understanding of teaching in urban schools; and to enhance instructional practices, decisions, and interactions with children and youth and their families.