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Course Description

This course examines teaching and managing students with mild disabilities. Special emphasis is placed on specific learning disabilities, intellectual and developmental disabilities, and emotional disturbance. The etiology, characteristics, philosophies, service delivery models available, methods of instruction, and behavior management techniques of each disability area are discussed in depth.

This graduate course is 6 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

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.

This course is only available for enrollment to residents of Illinois and Virginia.

Course Objectives

Week 1

Conceptual Framework Themes Addressed This Week: Advocating for Learning Valuing Diversity

  • Analyze the federal definition of “specific learning disabilities,” as well as some common components of various definitions of learning disabilities.
  • Examine the phases in the history of learning disabilities.
  • Identify legislation that addresses issues related to students with learning disabilities.
  • Examine the etiology and prevalence of learning disabilities among children and young adults.
  • Examine characteristics of students with learning disabilities.
  • Analyze the impact that Response to Intervention (RTI) has on the identification of learning disabilities.

Week 2

Conceptual Framework Themes Addressed This Week: Advocating for Learning, Valuing Diversity

  • Examine early advocates and issues in the field of intellectual and developmental disabilities.
  • Analyze laws and litigation in the field of intellectual and developmental disabilities.
  • Analyze current definitions and issues of students with intellectual and developmental disabilities.
  • Evaluate current perspectives on students with intellectual and developmental disabilities.
  • Examine the etiology and prevalence of intellectual disabilities among children and young adults.
  • Examine various characteristics of students with intellectual and developmental disabilities.

Week 3

Conceptual Framework Themes Addressed This Week: Advocating for Learning, Valuing Diversity

  • Identify the purpose and impact of the Individuals with Disabilities Education Act (IDEA) on students with emotional and behavioral disorders.
  • Examine federal and state definitions for emotional disturbance.
  • Analyze historical roots of emotional disturbance.
  • Analyze key legislation in the field of emotional disturbance.
  • Summarize the differing perceptions of deviance in the context of emotional disturbance.
  • Analyze the effects of dysfunctional behavior on learning.
  • Examine various characteristics of students with emotional disturbance.

Week 4

Conceptual Framework Themes Addressed This Week: Advocating for Learning, Valuing Diversity, Collaborating with Educational Communities

  • Identify educational considerations for students with mild disabilities.
  • Describe the nature and function of curriculum for students with mild disabilities.
  • Analyze curriculum structure and implementation for students with mild disabilities.
  • Apply concepts of curriculum development to unit planning for students with mild disabilities.

Week 5

Conceptual Framework Themes Addressed This Week: Advocating for Learning Valuing Diversity

  • Identify the purpose and components of the Individualized Education Program (IEP).
  • Analyze methods of instruction for students with mild disabilities.
  • Compare and contrast instructional methods for students with mild disabilities.
  • Identify assessment alternatives for students with mild disabilities.

Week 6

Conceptual Framework Themes Addressed This Week: Advocating for Learning Valuing Diversity

  • Describe attributes of an effective learning climate for students with mild disabilities.
  • Identify strategies for teaching and managing student behavior of students with mild disabilities.
  • Describe the continuum of service delivery models for students with mild disabilities.
  • Describe common instructional models of cooperative teaching.

Prerequisites

This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.

During the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-345-1800.

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing education for teacher’s 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 education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.

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Enroll Now - Select a section to enroll in

CHARACTERISTICS OF EXCEPTIONALITIES
Type
Instructor Led
Days
T, M
Time
12:00AM to 11:59AM
Dates
Sep 15, 2020 to Oct 26, 2020
Campus
Online Campus
Building
Online Non-Degree
Schedule and Location
Contact Hours
143.8
Location
  • Online Campus
Course Fee(s)
Section Fees
Resource Fee $75.00 Mandatory
Credits/Units
3 Credit Hours

If  Canceled appears above, this section is not available for enrollment. Please select another section marked as Available.

CHARACTERISTICS OF EXCEPTIONALITIES
Type
Instructor Led
Days
T, M
Time
12:00AM to 11:59AM
Dates
Sep 15, 2020 to Oct 26, 2020
Campus
Online Campus
Building
Online Non-Degree
Schedule and Location
Contact Hours
143.8
Location
  • Online Campus
Course Fee(s)
Section Fees
Resource Fee $75.00 Mandatory
Credits/Units
3 Credit Hours
CHARACTERISTICS OF EXCEPTIONALITIES
Type
Instructor Led
Days
T, M
Time
12:00AM to 11:59AM
Dates
Dec 08, 2020 to Feb 01, 2021
Campus
Online Campus
Building
Online Non-Degree
Schedule and Location
Contact Hours
191.7
Location
  • Online Campus
Course Fee(s)
Section Fees
Resource Fee $75.00 Mandatory
Credits/Units
3 Credit Hours

If  Canceled appears above, this section is not available for enrollment. Please select another section marked as Available.

CHARACTERISTICS OF EXCEPTIONALITIES
Type
Instructor Led
Days
T, M
Time
12:00AM to 11:59AM
Dates
Dec 08, 2020 to Feb 01, 2021
Campus
Online Campus
Building
Online Non-Degree
Schedule and Location
Contact Hours
191.7
Location
  • Online Campus
Course Fee(s)
Section Fees
Resource Fee $75.00 Mandatory
Credits/Units
3 Credit Hours
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