Skills/knowledge required to consult/collaborate with school personnel, families, other professionals to maintain effective educational support.

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.

To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.

Areas of exceptionality defined in federal/state regulations. Historical perspectives, definitions, etiology, characteristics, needs, and service delivery systems. Collaborating with special education personnel. prereq: Enrolled in a teacher initial licensure program

Attending to constant transitions/development in which children/adolescents negotiate their road to adulthood. How to foster learning/positive development. prereq: Enrolled in teacher initial licensure program

This course investigates the double-edge potential of failure to catalyze and thwart learning. The goal is to develop a multi-dimensional framework drawing on psychological, cognitive, interpersonal, and systemic perspectives that can be used in research to document, understand, problematize, and ultimately support students experiences with failure during learning. Central topics include causal attributions, play-based failures, counter storytelling, inequities, framing, and motivation. Course activities include reviews of experimental and observational research; reflections on video of students and instructors navigating moments of failure; and opportunities to develop research designs and/or analyze new data attending to failure.

This course was designed to provide pre-service and current teachers as well as related service providers with the knowledge and skills needed to understand the dynamic ecosystems of families with a child with disabilities. Students will be introduced to the major methods, philosophies, and current research that emphasize effective family-professional collaboration in planning and service delivery for infants and young children with disabilities. The focus is on a family-centered approach to assess and design educational plans and interventions, with a specific emphasis on relationship building and understanding the diverse perspectives on family life and developmental expectations.

Participants will learn basic standardized assessment and how it directly relates to special education. In addition, students will use the assessment as part of an ongoing process for making instructional programming decisions. Students will apply skills in designing and evaluating assessment plans and in making eligibility decisions.

Use problem solving model to make data-based decisions regarding implementation and evaluation of instruction for students with academic and behavioral difficulties.

Terms/concepts related to augmentative/alternative communication. Myths/facts regarding AAC.

Philosophical foundations of deaf and hard of hearing (DHH) education. Engage in discussion, debates, and processes that have influenced deaf education, communication methodologies, and placement options in the US. Considered from the perspective of deaf and hard of hearing children, adults, and their families.

Comprehensive behavioral programs for students with social and or emotional disabilities. Instructing students with social and or emotional disabilities.

Knowledge/skills needed to promote learning/success for school age children with Autism Spectrum Disorder. Definition, etiology, and characteristics of ASD. Current research/issues. Collaborative problem solving, family-professional partnerships, educational programming.