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Intructional Strategist Endorsement Online

credits  21 | cost/credit  $305 | completion  just over 1 year (4 semesters)

Earn your special education endorsement online. Northwestern College offers both the Instructional Strategist I and II endorsements. Take one 8-week course at a time and earn your endorsement in just over 1 year while continuing to teach in your classroom.

The Instructional Strategist curriculum prepares regular-license teachers to educate and inspire students with disabilities in a wide range of teaching and administrative roles. Learn through hands-on experiences that teach assessment, instructional strategies and evidence-based practices for teaching students with special needs or disabilities. Choose Instructional Strategist I or Instructional Strategist II

After earning your Instructional Strategist Endorsement I or II, you can easily count your endorsement credits toward completing your M.Ed. in Special Education here's how

Student teaching

The Instructional Strategist I and II endorsements require student-teaching hours, logged in a classroom with a supervising teacher. Student teaching can be completed in 4 weeks in your own school! 

Online students from Iowa will either be assigned a supervising teacher or can arrange their own supervisor with the approval of Northwestern's education department. Students outside Iowa will need to make their own student-teaching arrangements to be approved by Northwestern's education department.

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Choose the endorsement emphasis that best fits your classroom and educator goals:

Instructional Strategist I

This endorsement prepares you to recognize and understand disabilities in students of various ages as well as the psychological factors that affect these students. You'll learn about transitional collaboration, effective teaching strategies, and ways to create meaningful learning experiences for students in grades K-8 or 5-12.

Mild/Moderate Endorsement (K-8)

Courses

EDU 516 - Foundations of Special Education

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

EDU 518 - Characteristics of Disabilities

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

EDU 520 - Assessment Planning and Practice

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

EDU 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)

This course provides the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, including students with disabilities from diverse linguistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accommodations, modifications, and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum. (3 credits)

This course provides the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, including students with disabilities from diverse linguistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accommodations, modifications, and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum. (3 credits)

EDU 545 - Behavioral and Social Interventions

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

EDU 550 - Communication and Collaborative Partnerships and Transitions

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

EDU 547 - Special Education Practicum: K-8

Endorsement #260 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K to eighth grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on a pass/no pass basis.)

Endorsement #260 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K to eighth grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on a pass/no pass basis.)

Total Credits: 21 credit hours


Mild/Moderate Endorsement (5-12) 

Courses

EDU 516 - Foundations of Special Education

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

EDU 518 - Characteristics of Disabilities

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

EDU 520 - Assessment Planning and Practice

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

EDU 522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)

This course provides the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, including students with disabilities from diverse linguistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accommodations, modifications, and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum. (3 credits)

This course provides the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, including students with disabilities from diverse linguistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accommodations, modifications, and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum. (3 credits)

EDU 545 - Behavioral and Social Interventions

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

EDU 550 - Communication and Collaborative Partnerships and Transitions

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

EDU 548 - Special Education Practicum: 5-12

Endorsement #261 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from 5 - 12 grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)

Endorsement #261 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from 5 - 12 grade by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)

Total Credits: 21 credit hours

Instructional Strategist II

This endorsement prepares you to address the basic foundations of special needs, transition methods for students with behavior disorders and learning disabilities, communication between parents and teachers, assessment of learning problems, social and behavior interventions, decision-making/problem-solving techniques in education, and teaching students with exceptionalities in K-12 instructional setting. 

Behavior Disorders/Learning Disabilities Endorsement (K-12)

Courses

EDU 516 - Foundations of Special Education

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

EDU 518 - Characteristics of Disabilities

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

EDU 520 - Assessment Planning and Practice

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

EDU 524 - Methods and Strategies for Students with Academic and Behavioral Disorders

This course will prepare teachers to work effectively with students who have learning and behavior problems. Included are adequate procedures for teaching skill and content areas such as reading, math, oral and written expression, and social and study skills. At the completion of the course teachers should understand which methods are most effective with what types of students and why. (3 credits)

This course will prepare teachers to work effectively with students who have learning and behavior problems. Included are adequate procedures for teaching skill and content areas such as reading, math, oral and written expression, and social and study skills. At the completion of the course teachers should understand which methods are most effective with what types of students and why. (3 credits)

EDU 545 - Behavioral and Social Interventions

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

EDU 550 - Communication and Collaborative Partnerships and Transitions

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

EDU 549 - Special Education Practicum: K-12

Endorsement #263 & 264 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K-12 by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)

Endorsement #263 & 264 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K-12 by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)

Total Credits: 21 credit hours

 

Intellectual Disabilities Endorsement (K-12)

Courses

EDU 516 - Foundations of Special Education

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

The purpose of this course is to help future educators develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. (3 credits)

EDU 518 - Characteristics of Disabilities

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

This course will provide a survey of characteristics and educational needs of students with disabilities. Attention will be given to the definition, etiology, characteristics and various educational alternatives for each of the exceptionalities. Students will learn to design instructional programs for success by building on the abilities, strengths, and interests of exceptional students by using highly effective, research-based practices to promote student achievement. (3 credits)

EDU 520 - Assessment Planning and Practice

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of research-based instructional interventions based on Response to Intervention (RTI). Students will examine a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests, and preferences of children and youth with exceptional learning needs. The focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting, and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, Individual Education Program (IEP) development and evaluation of the effectiveness of that instruction using progress-monitoring techniques. Issues in assessment and instruction concerning multicultural and bilingual special education will also be addressed. (3 credits)

EDU 523 - Methods and Strategies for Students with Intellectual Disabilities

This course introduces the history of intellectual disability. A critical examination of current definitions of intellectual disability and practices in medical diagnosis of intellectual disability will be covered. A study of the biological, educational, social, and behavioral factors contributing to intellectual delays will be addressed. Consideration of current and historical educational practices for individuals with intellectual disability and explore contemporary ethical, social, and the educational issues that affect the lives of individuals with this label across the lifespan will be analyzed. Students will also learn how to measure and analyze behavior in order to evaluate learning and make necessary adjustment to teaching strategies for individuals with intellectual disability. (3 credits)

This course introduces the history of intellectual disability. A critical examination of current definitions of intellectual disability and practices in medical diagnosis of intellectual disability will be covered. A study of the biological, educational, social, and behavioral factors contributing to intellectual delays will be addressed. Consideration of current and historical educational practices for individuals with intellectual disability and explore contemporary ethical, social, and the educational issues that affect the lives of individuals with this label across the lifespan will be analyzed. Students will also learn how to measure and analyze behavior in order to evaluate learning and make necessary adjustment to teaching strategies for individuals with intellectual disability. (3 credits)

EDU 545 - Behavioral and Social Interventions

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

In this course students will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help individuals with exceptional learning needs reach their maximum potential. Students will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustment to teaching strategies for individuals with exceptional learning needs. (3 credits)

EDU 550 - Communication and Collaborative Partnerships and Transitions

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

This course will prepare special education personnel, classroom teachers, related services personnel, and other support staff for collaborative consultation, teamwork and transition in serving the educational needs of students and their families. Consideration of the role of home and parents in the educational programming for exceptional children, and practical to positive strategies that can be used in working with parents. The context, content, processes, practices, and support of collaborative school consultation will be addressed. (3 credits)

EDU 549 - Special Education Practicum: K-12

Endorsement #263 & 264 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K-12 by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)

Endorsement #263 & 264 candidates will complete a supervised student teaching experience in a Special Education setting. This practicum endorses the student teacher to become a teacher in a mild and moderate special education program for children from K-12 by preparing the student to schedule, evaluate, collaborate, write IEPs, and develop strategies to address special needs of children. This is a four week (20 day) experience with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass basis.)

Total Credits: 21 credit hours

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