The focus of this course is mainstreaming and inclusion of students with special needs in regular classrooms. Participants explore the history and evolution of special education, including federal legislation and related standards. Identification and referral, lesson planning, modifications and accommodations, communication and collaboration, and assessment are also examined.
This graduate course is 4 weeks.
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 not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Topics and Objectives
History and Evolution
- Analyze landmark cases relating to the evolution of special education.
- Identify federal legislation protecting educational services for students with disabilities.
- Explore how response to intervention (RTI) has impacted mainstreaming and inclusion of students with disabilities.
- Compare various service delivery models.
Identification and Referral Processes; Communication and Collaboration with Colleagues and Families
- Describe the general education pre-referral process as it relates to response to intervention (RTI).
- Explore regular and special education teacher responsibilities in identification and referral.
- Identify circumstances that may lead to due process and manifestation hearings with special needs students.
- Identify the potential benefits and barriers of inclusion from the perspectives of family, general education teachers, and paraprofessionals.
- Describe the roles and responsibilities of stakeholders implementing the special education continuum of services for students with varying abilities and disabilities.
- Explore collaboration needs and models of regular education teachers, special education teachers, and paraprofessionals in mainstreamed and inclusion classrooms.
Assistive Technology, Modifications and Accommodations, and Differentiated Instruction in Lesson Planning
- Examine various assistive technology strategies that allow students to access the general education curriculum.
- Identify differences in state and special education standards that provide appropriate curriculum and instruction to special needs students.
- Explore modifications and accommodations that can be made in the regular education classroom to promote student success.
- Analyze how the various components of differentiated instruction can be applied in the classroom.
- Integrate appropriate differentiated instruction strategies into lesson plans for students of varying abilities and disabilities.
Strategies for Effective Instruction and Assessment
- Describe assistive technology strategies that provide students of varying abilities and disabilities access to evaluation methods.
- Compare state standards to special education standards that provide appropriate assessments to students with varying abilities and disabilities.
- List strategies for effective instruction and assessment. Recommend various strategies for developing independent learners in mainstreamed classrooms.
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Although our continuing teacher education 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 teacher education courses are 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 or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
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