Coopersmith Career Consulting | Evaluated Learning Experience
Foundations of Special Education for Students with Disabilities from Grade 7 through 12 (EDU-215)
Varies (self-study, self-paced).
March 2024 - Present.
Upon successful completion of the learning experience, students will be able to: develop a teaching philosophy that reflects appropriate attitudes toward working with secondary students with disabilities, delays, and/or risks and their families; outline the state and federal laws, legislations, and regulations relative to early intervention and education of secondary students with disabilities, delays, and/or risks and their families; identify and discuss the multicultural perspectives related to early intervention and inclusive education of older children with disabilities, delays, and/or risks and their families; summarize and discuss the roles of those who work with and on the behalf of older children with disabilities, delays, and/or risks and their families; discuss the definition, prevalence, identification, and characteristics of older children with disabilities, delays, and/or risks; compare the evidence‐based practices for working with older children with disabilities, delays, and/or risks and explain how assessment of secondary students with special needs varies from a child without special needs.
This undergraduate course provides a historical and contemporary overview of the special education process while focusing on various types of learners with special needs including students with disabilities, gifted learners, and children at risk. Topics include legal requirements and laws, partnering with parents/families, categories of exceptionality, identification and intervention, collaboration, and research-based best practices, including Response to Intervention (RTI) and Universal Design for Learning (UDL).
In the lower division baccalaureate degree category, 3 semester hours in Education, Special Education, Educational Studies, or Educational Psychology (3/24).
