Lake Superior State University
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School of Education

Special Education - Learning Disabilities (SM)

Content Guidelines/Standards Matrix

College/University

Lake Superior State University

Code

SM

Source of Guidelines/Standards

Michigan Administrative Rules

Program/Subject Area

Learning Disabilities

DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met.
If electives are included, they should be clearly indicated. Adjust size of cells as needed.

This Matrix is indexed by the UATW Standards, for a Matrix indexed to Michigan Administrative Rule follow this link.

I. UNDERSTANDING STUDENTS WITH LEARNING DISABILITIES

Understanding Students with Learning Disabilities
Assessing Students with Learning Disabilities and Developing Individualized Programs
Teaching and Modifying Instruction and Curricula for Students with Learning Disabilities
Working in the Professional Environment

UATW Standard

Source: http://www.mttc.nesinc.com/PDFs/MI_fld063r_obj.pdf

The requisite knowledge, understanding, skills, and dispositions for effective practice related to

Special Education Course(s) where this learning objective and/or content standard is addressed in the proposed program:

    • Understand the manifestations of learning disabilities across the age span.

Includes:

      • cognitive, linguistic, physical, social, and emotional growth and
      • development of individuals with learning disabilities from birth to adulthood
      • effects of learning disabilities on physical, sensory, motor, cognitive, language, social, and/or emotional development and functioning
      • implications of learning disabilities on aspects of an individual's life (e.g., education, career, vocation, recreation, interpersonal relationships)
      • differences between learning disabilities and other types of disabilities

R 340.1781 (1)(a) (i) Utilizing research-based models, theories, and philosophies for teaching students with an array of disabilities within different placements.

R 340.1788 (1) (d) Issues related to learning disabilities theory, research, and policy, including definition and identification; legislation and regulations; pre-referral, referral and placement; instruction and assessment of educational progress for students with learning disabilities; and, collaboration with general education teachers, families, and allied service providers.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 302

Communication and Community (3.0)3

EDSE 301 Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (3.0)3

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 (4,0)4 Instruction and Technology for Learning Disabilities -Preschool to Employment

    • Understand factors that affect development and learning.

Includes:

      • sociocultural, linguistic, and environmental factors influencing learning disabilities
      • interplay between cognition and psychosocial functioning
      • neurobiological and medical factors that may affect the development and learning of students with learning disabilities
      • impact of comorbid or coexisting conditions on students with learning disabilities
      • uses and possible side effects of various types of medication (e.g., stimulant, antidepressant, antiseizure) in relation to students' learning, development, and daily living

R 340.1788 (1) (a) The identification of learning disabilities including diagnostic principles and practices; the etiology and characteristics of learning disabilities; sociocultural, linguistic, and environmental factors influencing identification; and the relationship between learning disabilities and other commonly associated conditions.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301 Introduction to Special Education (3.0) 3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4.0) 4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment EDSE

    • Understand types and characteristics of receptive and expressive language disorders associated with learning disabilities.

Includes:

      • types, characteristics, and etiologies of receptive language and expressive language disorders
      • types, characteristics, and etiologies of integrative language disorders
      • implications of various types of language disorders on development and learning

R 340.1788 (1) (b) The common manifestations of learning disabilities across the age span, including challenges in meeting developmental milestones in the preschool years, problems with academic performance in literacy, math, and content areas across the K-12 spectrum, issues of strategic performance and self-determination in older students, and the interplay between cognition and psychosocial functioning.

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

    • Understand types and characteristics of perceptual, memory, and reasoning disorders associated with learning disabilities.

Includes:

      • types, characteristics, and etiologies of perceptual disorders associated with learning disabilities (e.g., related to auditory and visual discrimination, perceptual speed, and sequencing)
      • types, characteristics, and etiologies of memory disorders associated with learning disabilities (e.g., difficulties in organizing, classifying, storing, retrieving, and interpreting information; difficulties with long-term, short-term, and active-working memory, with recognition, and with recall)
      • types, characteristics, and etiologies of reasoning disorders associated with learning disabilities (e.g., difficulties with concept formation and problem solving; difficulties in making judgments, comparisons, calculations, and decisions; difficulties related to metacognition)
      • implications of various types of perceptual, memory, and reasoning disorders on development and learning

EDSE 320 Introduction to Learning Disabilities (4.0) 34

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

    • Understand types and characteristics of behavioral, social, and emotional disorders associated with learning disabilities.

Includes:

      • types, characteristics, and etiologies of behavioral, social, and emotional disorders associated with learning disabilities
      • knowledge of disorders of attention and hyperactivity often associated with learning disabilities
      • implications of various types of behavioral, social, and emotional disorders on development and learning

R 340.1781 (1)(a) (i) Utilizing research-based models, theories, and philosophies for teaching students with an array of disabilities within different placements.

PSYC 301 Exceptional Child and Adolescent (3,0)3

EDSE 301 Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4,0)4

II. ASSESSING STUDENTS WITH LEARNING DISABILITIES AND DEVELOPING INDIVIDUALIZED PROGRAMS

The requisite knowledge, understanding, skills, and dispositions for effective practice related to

Special Education Course(s) where this learning objective and/or content standard is addressed in the proposed program:

    • Understand types and characteristics of various assessment instruments and assessment methods.

Includes:

      • basic concepts and terminology used in assessment, including specialized terminology used in the assessment of students with learning disabilities
      • types, characteristics, and methods of formal and informal assessments (e.g., intelligence tests, behavior-rating scales, performance assessments)
      • processes for creating, selecting, and evaluating assessment instruments and assessment methods
      • uses and limitations of various formal and informal assessment instruments and assessment methods (e.g., intelligence tests, achievement tests, task analyses, functional assessments)

R 340.1788 (1) (c) (i) Administering and adapting formal and informal assessment methods for the purposes of instructional planning, and communicating assessment results to students, their families, and other professionals.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 302 (3,0) 3 Communication and Community (3.0)3

EDSE 403 Assessment & Diagnosis (3,0)3

    • Understand procedures for conducting assessments to address the individual strengths and needs of students with learning disabilities.

Includes:

  • procedures for collaborating with students, parents/guardians, general education teachers, related service providers, and others to gather background information on students' academic, medical, and family history
  • screening, prereferral, referral, and classification procedures
  • procedures for the early identification of young children who may be at risk for disabilities, including those who may have learning disabilities
  • principles and procedures for modifying or adapting national, state, and local standardized assessments
  • uses of assistive technology for administering assessments
  • procedures for developing, selecting, adapting, and modifying various assessment instruments and strategies for students with diverse characteristics and needs (e.g., related to culture, language, nature and severity of disabilities)
  • procedures to ensure the use of nonbiased formal and informal assessments, including assessments of students from culturally and linguistically diverse backgrounds

R 340.1781 (1)(a) (ii) Assessing students with disabilities for identification and teaching.

R 340.1781 (1)(a) (iii) Implementing accommodations and modifications for classroom, district, and statewide assessments.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4,0)4

EDSE 403 Assessment & Learning Disabilities (3.0) 3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

    • Understand procedures for interpreting and communicating assessment results to stakeholders.

Includes:

      • interpretation of results of informal and formal assessments of students with learning disabilities
      • factors and procedures involved in diagnosing learning disabilities
      • strategies for effectively communicating assessment results to stakeholders (e.g., students with learning disabilities, parents/guardians, general education teachers, administrators, related service providers)
      • knowledge of culturally responsive strategies for ensuring effective communication among stakeholders involved in the assessment process

R 340.1781 (1)(a) (v) Communicating, consulting, and collaborating with parents/guardians, paraprofessionals, general educators, administrators, and human services personnel.

EDSE 302

Communication and Community (3.0) 3

EDSE 403 Assessment & Diagnosis (3,0)3

    • Understand procedures for developing, implementing, and amending Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and transition plans for students with learning disabilities.

Includes:

      • procedures for using assessment information to determine eligibility for special education and related services
      • strategies for using assessment information to make program, placement, and service delivery decisions for students with learning disabilities
      • understanding of assessment bias and issues relative to disproportionate representation of students with learning disabilities
      • knowledge of the characteristics, advantages, and disadvantages of various program and related service options
      • procedures for developing, implementing, and amending comprehensive, longitudinal individualized programs (e.g., IEPs, IFSPs, transition plans) in collaboration with students with learning disabilities, parents/guardians, general education teachers, and other related service providers
      • familiarity with national, state, and local content and performance standards
      • strategies for developing, implementing, monitoring, and evaluating individualized goals

R 340.1781 (1)(a) (vi) Developing, implementing, and evaluating individualized education programs.

R 340.1781 (1)(a) (vii) Planning, organizing, scheduling, and conducting individualized education program team meetings, including parental and student participation.

EDSE 301

Introduction to Special Education (3,0)0

EDSE 302 Communication and Community (3,0)0

EDSE 320 Introduction to Learning Disabilities (4,0)4

EDSE 401 Issues and Trends Impacting learning Disabilities & Special Education (4,0)4

EDSE 403 Assessment and Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 480 Student Teacher Seminar: Learning Disabilities and Special Education (1,0)1

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

III. TEACHING AND MODIFYING INSTRUCTION AND CURRICULA FOR STUDENTS WITH LEARNING DISABILITIES

The requisite knowledge, understanding, skills, and dispositions for effective practice related to

Special Education Course(s) where this learning objective and/or content standard is addressed in the proposed program:

    • Understand strategies for planning and managing the learning environment for students with learning disabilities.

Includes:

      • strategies for designing and modifying learning environments (e.g., teaching methods, support services, assistive technologies) to meet the physical, cognitive, socioemotional, and communication needs of students with learning disabilities
      • classroom management strategies, including developing and managing daily routines (e.g., transition times between lessons or classes), to optimize students' time on task and facilitate students' effective use of instructional time
      • techniques for supporting students' integration into various program placements and for encouraging students' active participation in individual and group activities
      • knowledge of the effect of teacher attitude and behavior on all students
      • effective strategies for establishing and maintaining rapport with all students
      • strategies for preparing students to live productively in a culturally diverse world

      • uses of technology for planning and managing the learning environment for students with learning disabilities

R 340.1788 (1) (c) (vi) Managing and monitoring the social, emotional, and behavioral needs of students with learning disabilities in a variety of group settings.

R 340.1781 (1)(a) (viii) Preparing students with disabilities for transitions consisting of preschool to elementary through post-secondary environments and employment.

R340.1781 (1)(b) Understanding issues of race, class, culture, religion, gender, orientation, and

language related to subdivision (a) of this subrule.

R 340.1781 (1)(a) (iv) Using assistive technology devices to increase, maintain, or improve the capabilities of students with impairments.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4,0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

    • Understand principles and methods of individualizing instruction for students with learning disabilities.

Includes:

      • knowledge of ways in which learning disabilities may affect students' progress in the general education curriculum
      • methods for selecting, adapting, and using research-based instructional methods and materials to address the strengths and needs of students with learning disabilities
      • strategies for developing and selecting instructional content, materials, and resources that are responsive to all students
      • strategies for teaching students with learning disabilities how to use and maintain assistive technology
      • methods for teaching learning strategies and study skills to help students with learning disabilities acquire academic content
      • strategies for teaching students with learning disabilities to prepare for and take tests
      • strategies for teaching students with learning disabilities how to use self assessment, problem-solving, and other cognitive strategies to identify and meet their own needs
      • strategies for facilitating students' maintenance and generalization of skills across learning environments

R 340.1788 (1) (c) Assessing, teaching, and modifying instruction and curricula for students with learning disabilities across the K-12 continuum

R 340.1788 (1) (c) (v) Adapting and modifying general education curricula, pedagogical approaches, and learning environments for students with learning disabilities.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for promoting the receptive and oral expressive language skills of students with learning disabilities.

Includes:

      • knowledge of the sequence of acquisition of receptive language skill
      • strategies for developing students' ability to interpret and process verbal and nonverbal communication
      • knowledge of the sequence of acquisition of expressive language skills
      • strategies for promoting students' skills in phonology, morphology, semantics, syntax, pragmatics, and fluency
      • strategies for promoting effective oral communication
      • knowledge of augmentative and assistive communication devices
      • strategies for monitoring students' progress in developing receptive language skills and oral expressive language skills

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

    • Understand strategies for promoting emergent literacy skills in students with learning disabilities.

Includes:

      • skills and concepts related to emergent literacy skills (e.g., phonemic awareness, concepts of print, sound-symbol relationships)
      • principles of and methods for teaching prereading skills and phonological awareness to students with learning disabilities, including students who are English language learners
      • research-supported practices that promote students' early reading success
      • strategies for conducting ongoing assessment of students' progress in developing emergent literacy skills

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4.0) 4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for promoting reading skills in students with learning disabilities.

Includes:

      • types and characteristics of reading difficulties associated with learning disabilities
      • research-supported methods of teaching reading skills to students with learning disabilities
      • instructional strategies for developing students' decoding, word recognition, vocabulary, fluency, and reading comprehension skills
      • instructional strategies for teaching comprehension in content area reading
      • strategies for using assistive technology to support students' reading
      • strategies for conducting ongoing assessment of students' progress in reading

R 340.1788 (1) (c) (iii) Fostering competency in the areas of reading (word recognition and comprehension), writing (text composition and revision, grammar, spelling, and legibility), mathematical reasoning and calculation, listening, and speaking.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (3.0)3

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for promoting written expression in students with learning disabilities.

Includes:

      • types and characteristics of written language difficulties associated with learning disabilities
      • research-supported methods of teaching writing skills to students with learning disabilities, including students who are English language learners
      • strategies for improving students' spelling, vocabulary usage, sentence structure, paragraph development, organizational skills, and composition skills
      • strategies for using assistive technology to support students' writing
      • strategies for conducting ongoing assessment of students' progress in writing

See Section III.E above

R 340.1788 (1) (c) (iii)

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (3.0)3

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for promoting mathematical performance in students with learning disabilities.

Includes:

      • types and characteristics of mathematical reasoning, application, and calculation difficulties associated with learning disabilities
      • research-supported methods of teaching basic math skills to students with learning disabilities
      • strategies for improving students' computation, reasoning, and problem solving skills in mathematics
      • strategies for using assistive technology to support students' mathematical performance
      • strategies for conducting ongoing assessment of students' progress in mathematics

See Section III.E above

R 340.1788 (1) (c) (iii)

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for promoting the social competence of students with learning disabilities.

Includes:

      • strategies for designing instructional programs to enhance students' social skills across environments
      • strategies for integrating social skills development with academic curricula
      • strategies for enhancing students' self-confidence, independence, self advocacy skills, decision-making ability, and sense of responsibility and personal ownership of tasks and goals
      • strategies for promoting students' ability to manage personal interactions, establish positive relationships with peers and adults, work cooperatively with peers and others, and understand expectations in various social situations

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for developing and implementing effective behavioral interventions for students with learning disabilities.

Includes:

      • types, characteristics, strengths, and limitations of various behavioral interventions
      • strategies for developing and implementing behavioral interventions in given situations components of positive behavior support
      • strategies for crisis prevention and intervention
      • strategies for developing and implementing supports and behavioral intervention plans to meet the needs of students with learning disabilities
      • strategies for coordinating behavioral interventions among stakeholders (e.g., students' parents/guardians, general education teachers, related service providers) involved in the implementation of Individualized Education Programs (IEPs)
      • strategies for recognizing when behavioral intervention plans are not working and for making changes to such plans

R 340.1788 (1) (c) (iv) Fostering study skills and test-taking skills, self-management, problem solving, reasoning, coping skills, and self-determination.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand strategies for promoting the functional living skills of students with learning disabilities.

Includes:

      • strategies for evaluating, selecting, and adapting instructional materials, assistive technologies, and community resources to promote functional living skills, vocational/career competence, independent and community living skills, citizenship skills, and participation in civic, leisure, and recreational activities of students with learning disabilities
      • strategies for integrating life skills with academic curricula
      • strategies for promoting successful transitions of students with learning disabilities (e.g., between teachers, grade levels, school, and service options)
      • strategies for developing and implementing appropriate goals, activities, programs, and supports to promote students' transition into employment and/or postsecondary education

R 340.1788 (1) (c) (ii) Developing and implementing instructional and curricular goals; monitoring and reporting the progress related to the unique needs of students with learning disabilities, including career/transition programs and access to adult role models, and use of assistive technology.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

IV. WORKING IN THE PROFESSIONAL ENVIRONMENT

The requisite knowledge, understanding, skills, and dispositions for effective practice related to

Special Education Course(s) where this learning objective and/or content standard is addressed in the proposed program:

    • Understand strategies for communicating and collaborating with students with learning disabilities and their families to help students achieve desired learning outcomes.

Includes:

      • understanding the impact of learning disabilities on family systems and the roles families play in the educational process
      • strategies for helping students with learning disabilities and their parents/guardians become active participants on the educational team (e.g., during assessment, collaborative conferences, and the development and implementation of an individualized program)
      • culturally responsive strategies for ensuring effective communication and collaboration among families of students with learning disabilities, school personnel, and representatives of community agencies

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 480 Student Teacher Seminar (1,0)1

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand how to establish partnerships with other school personnel and community agencies to enhance learning opportunities for students with learning disabilities.

Includes:

      • knowledge of the roles and responsibilities of various school personnel (e.g., general education teachers, speech and language pathologists, occupational therapists, social workers) in providing a comprehensive educational program for students with learning disabilities
      • effective strategies of consultation and collaboration (e.g., co-planning, co-teaching) for working with other teachers and school staff to provide instruction for students with learning disabilities
      • strategies and procedures for supervising and working with teachers' aides, volunteers, and paraprofessionals
      • strategies for collaborating with general education teachers and related service providers in instructional methods, technology, and accommodations for students with learning disabilities
      • types and characteristics of agencies, networks, and organizations for students with learning disabilities and their families and strategies for working effectively with representatives of such entities to secure advocacy, educational, and transitional services for students with learning disabilities

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 480 Student Teacher Seminar (1,0)1

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand the historical, social, and legal foundations of education for students with learning disabilities.

Includes:

      • historical and philosophical foundations of special education and the field of learning disabilities
      • rights and responsibilities of stakeholders (e.g., students, parents/ guardians, teachers, other professionals, schools) related to the education of students with learning disabilities
      • legal standards and issues in the education of students with learning disabilities (e.g., procedural safeguards; eligibility; due process; referral, assessment, and placement policies and procedures)
      • legal and ethical guidelines in regard to maintaining confidentiality when communicating about students with learning disabilities

R 340.1781 (1)(a) (x) Articulating the historical and legal bases regarding special education, such as the concept of free appropriate public education, general least restrictive environment requirements, and family education and privacy rights.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 480 Student Teacher Seminar (1,0)1

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

    • Understand the professional, ethical, and legal roles and responsibilities involved in the education of students with learning disabilities.

Includes:

      • knowledge of resources (e.g., professional organizations and journals, online resources, conferences, workshops, mentors) for enhancing one's own professional knowledge (e.g., current research-validated practices, knowledge of philosophies and skills related to the education of students with learning disabilities) and engaging in lifelong professional growth and development
      • knowledge of the importance of upholding high standards of competence, good judgment, and integrity when conducting instructional and other professional activities, including complying with all applicable laws, policies, and procedures (e.g., related to evaluation requirements, mandated reporting, and behavior management)

R 340.1781 (1)(a) (ix) Maintaining, releasing, and transferring student records according to district, state, and federal rules and policies.

PSYC 301 Exceptional Child and Adolescent (3.0)3

EDSE 301

Introduction to Special Education (3.0) 3

EDSE 302 Communication and Community (3,0)3

EDSE 320 Introduction to Learning Disabilities (4.0)4

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education (4.0)4

EDSE 403 Assessment & Diagnosis (3,0)3

EDSE 404 Instruction and Technology for Learning Disabilities Preschool to Employment (4,0)4

EDSE 480 Student Teacher Seminar (1,0)1

EDSE 492 Internship/Supervised Student Teaching: Learning Disabilities (8,0)8

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