Lake Superior State University
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Special Education - Learning Disabilities (SM)

Standards Matrix MDE

College/University

Lake Superior State University

Code

SM

Source of Guidelines/
Administrative rules

Michigan State Board of Education, (May 20, 2005)

Program/Subject Area

Learning disabilities

This page is indexed by Michigan Administrative Rule,
follow this link for a Standards Matrix indexed by UATW strand

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

Number Guideline/Standard Narrative for Major or Certificate Endorsement
R 340.1781 (intro)

R 340.1781 Teachers of students with disabilities; endorsement requirements.

Rule 81. (1) A teacher seeking an endorsement or full approval by the state board of education or its designee shall meet all of the following requirements, in conjunction with those of R 340.1782, R 340.1786 to R 340.1788, R 340.1790, R 340.1795 to R 340.1797, and R 340.1799 to R 340.1799c, before being employed by an intermediate school district, local school district, public school academy, or other agency operating special education programs and services:

Rule 81 (1)(a:intro) The requisite knowledge, understanding, skills, and dispositions for effectivepractice related to all of the following:
Rule 81 (1)(a)(i) Utilizing research-based models, theories, and philosophies for teaching students with an array of disabilities within different placements.

Major:

EDSE 301 Introduction to Special Education is a required course for all education majors. Students examine various areas of exceptionality, including learners who have a learning disability, are gifted and talented, mentally challenged, behaviorally disordered, visually impaired, hearing impaired, language disordered, autistic, physically handicapped and other health impaired. Legal definitions, litigation, characteristics, etiology, prevalence and educational adaptations for each exceptionality are investigated. Pre-referral alternatives, referral systems, multi-disciplinary team responsibilities, the Individual Education Plan process, placement procedures, various service delivery models will be examined.

PSYC 301 Candidates describes the diagnostic criteria, causal factors , and evidence-based treatments for the following: Attention Deficit/Hyperactivity Disorder (AD/HD), Conduct Disorder, Oppositional Defiant Disorder, Major Depressive Disorder, Bipolar Disorder, Common Anxiety Disorders (e.g., Social Phobia), Somatoform Conditions, Cognitive/Developmental Disorders (e.g. Mental Retardation), Elimination Disorders, Learning Disabilities, Autism, Pervasive Developmental Disorder, Aspergersís Syndrome, Reactive Attachment Disorder. Strategies for assisting students in the classroom with these diagnosis are explored.

EDSE 320 This course will examine characteristics and identification of persons with learning disabilities. Emphasis is on definitions, characteristics, assessment, legal aspects, local, federal and state mandates. The relationship of several psychological theories (e.g. developmental, behavioral, cognitive) of teaching students with learning disabilities, and learning strategies (Deshler) is reviewed.

Rule 81 (1)(a)(ii) Assessing students with disabilities for identification and teaching.

Major:

EDSE 403 Candidates learn to distinguish between numerous types of formal and informal testing and/or assessments, as well as methods to select, develop, modifying assessment, scoring, and interpretation.. Members and roles of multidisciplinary teams, student study teams, parents and the academic specialist are explored within the context of cultural diversity and the rights of the student. Candidates will develop one informal assessment and then modify the assessment based on additional information. Candidates will also demonstrate the ability to determine what accommodations are to be made and the necessity of parental and paraprofessional, and professional involvement.

PSYC 301 Using problem based learning candidates will complete a case study identifying the issues, provide teaching adaptations and proposed modifications for the student.

Rule 81 (1)(a)(iii) Implementing accommodations and modifications for classroom, district, and statewide assessments.

Major:

EDSE 403 Assessment & Diagnosis (3.0) 3

Candidates will interpret the results of the assessment, write a report, and then adapt the curriculum to accommodate the students need. Student will report on accommodation and provide modifications based on these results and the state/local standards. Student will include in assessment report awareness of diversity variables.

EDSE 404 Instructions and Technology for Learning Disabilities: Preschool to Employment (4,0)4. This is the follow-up course to EDSE 403 Assessment & Diagnosis. Candidates will use the assessment/diagnosis skills to continue their training in data accumulation and identification. Developing the IEP (if needed) to provide accommodations to the curriculum as well as assistive technology support if required. An understanding of state, district and federal laws will be part of the class providing a solid base for the Candidateís knowledge to be able act as both advocate and representative for the needs of the student. Candidates will have multiple opportunities to modify typical lesson plans to address the needs of students with learning disabilities in the areas of core curriculum. In addition the candidate will develop the knowledge to assist the student with social development and communication skills. Finally the Candidate will participate in identifying accommodations for the student from school to work via transition assessments and planning. Field observations provides actual experience opportunity in the classroom.

Rule 81 (1)(a)(iv) Using assistive technology devices to increase, maintain, or improve the capabilities of students with impairments.

Major:

EDSE 302 Communication and Community (3,0)3 Candidates will explore various forms of augmentative communication. Local, State and Federal legislation including PL 457, PL 492 and PL504 will be discussed including both the opportunities these provide as well as the restrictions.

EDSE 320 Candidates will discuss and explore various forms of technology available to assist students within the least restrictive environment with understanding measured by test results.

EDSE 403 provides an understanding of the type of assessments that are available to determine eligibility for such support as well as the best type of device for the particular student. Students are taught how to document from the assessment to support the qualification requirements.

EDSE 404 provides an overview of various technologies that can assist the student with Learning disabilities such as books on tape for reading or drag and dictate for writing in a none intrusive manner. Family involvement and cultural preferences are discussed as they are a critical part in extending the use of the device into the home and community thus enhancing the studentís abilities. Candidates will interview and submit a report on a community professional who works with technology to discuss various adaptations that are available in addition to the cost and requirements.

Rule 81 (1)(a)(v) Communicating, consulting, and collaborating with parents/guardians, paraprofessionals, general educators, administrators, and human services personnel.

EDSE 302 Communication and Community Candidates will become aware of advocacy groups as well as professionals and social service agencies in the communities to be better able to inform the family of various options as well as to self educate on available resources for services and consulting. Conflict resolution will be part of the training received in this class as well as training on running effective meanings, listening skills and I statements, as well as strategies and lesson for becoming a culturally responsive teacher. There will discussion and role playing on working with a paraprofessional in the classroom. Candidates are exposed to the various professionals and identify how they relate in the school setting such as speech therapist, developmental therapist, counselor, occupational therapist, physical therapist, and psychologist.

EDSE 401 Issues and Trends Impacting Learning Disabilities and Special Education. Students will demonstrate an understanding of the role of person with disabilities within the society and the impact this plays them, the family and the issue with creating a circle of friends or ongoing support.

EDSE 403 Assessment and Diagnosis: Candidates will interview school administration while in their field observation on the role of RTI to provide them an opportunity to talk with a professional on a profession level regarding a relevant assessment tool.

EDSE 404 Instruction and Technology: Preschool to Employment (4,0)4

Candidates will identify key points in time to include the primary caregiver as well as other professionals. Candidates will also demonstrate an understanding of the information to present as well as the ability to interact appropriately with paraprofessionals in the classroom and persons outside the classroom. Candidates will view primary caregivers as partners through discussions and classroom speakers (if available or videos) which represent various family situations dealing with persons with a disability including siblings.

Rule 81 (1)(a)(vi) Developing, implementing, and evaluating individualized education programs.

EDSE 301 Candidates discuss the continuum of service delivery models which provide the services to the student in the least restrictive environment.

EDSE 301 and EDSE 320. Candidates are introduced and reintroduced to the legal, cultural and process of individual evaluations and educational programs and plans available for persons with disabilities especially learning disabilities.

EDSE 302 Communication and Community (3.0) 3 Canadiates have exposure to the numerous professionals who may become part of the students plan(IFSP, IPP, IEP, Transitional) and their individual role and responsibility.

EDSE 401 Issues and Trends: Candidates identify the factors in this diverse and changing society that may impact the studentís current or future opportunities for appropriate evaluations or assistance on the individual level. Issues concerning appropriate placements as well as instructional intervention are also examined.

EDSE 403 Candidates learn how to develop, evaluate, implement and update IEPs IFSPs and Transition plans based on case study data presented. Long and sort terms goals are developed with evaluation procedures and criteria. Assessment tools are also developed by the candidate based on individual needs of a student and then reassessed to determine if the assessment tool was appropriate or complete.

EDSE 404 Candidates use the assessment tool they developed in EDSE 403 to modify typical lesson plan to meet the needs of a student. They then critique additional lessons from other Candidates to determine effectiveness of the modification. Candidates articulate the role of the IEP in reference to modifications, assistive technology, availability of external resources (professionals) and internal resources (paraprofessionals) and options available to the family(student) including self-determination (informed choice) and rights.

PSYC 301 Candidate will describe the content and implementation of IEPs as well as the interest of various stakeholders (child, teacher, educational administrators, parents, etc.) in developing and implementing the plan.
Rule 81 (1)(a)(vii) Planning, organizing, scheduling, and conducting individualized education program team meetings, including parental and student participation.

EDSE 301 Candidates the pre-referral process, referral systems and multidisciplinary team process and responsibilities of individual team members including their role at the IEP or planning meeting.

EDSE 302 Candidates are prepared in the areas of conflict resolution, running a meeting, the use of I statements, active listening, and becoming aware of cultural differences to be a responsive teacher. This prepares them to facilitate a successful meeting(s). Candidates complete an IEP training exercise focused on developing effective communication and collaboration skills using case studies and playing various roles to experience the different perspectives including the role of the student as a grade school and high school.

EDSE 320 Candidates develop a case study on a student (with permission of parent) from the time the studentís issues began which determined the decision to refer for evaluation tracking all events up to the IEP meeting. This includes interviewing relevant parties as well as discussing the events that lead to the IEP and each step of the IEP process and documentation required. This includes legal requirements and the implementation of the modifications after the IEP. This process provides a timeline thus a better understanding of the actual process and who is involved and to what degree.

EDSE 403 The Candidate works though all levels of the process to the planning meeting. Candidates learn to communicate to student, parent, professionals on identified concerns and proposed options form the beginning thus establishing the team. From there the Candidate learns how to articulate standards for record keeping on all legal levels as well as how to recommend accommodations and modifications based on assessments. The candidate also understands and examines the transition impact and potential effect on leaning for the student from preschool through high school to employment and their thus providing the Candidate the knowledge to include all the appropriate parties

EDSE 404 Requires the Candidate to articulate the role of the IEP in reference to modification including an understanding of the role of the family and student in terms of rights and informed choice (self-determination).

EDSE 480 Intern Seminar the Candidate poses potential questions that could be asked at an IEP for group discussion and response.

EDSE 492 The Candidate participates in an IEP first as an observer and then a limited participant. Candidate assists with writing of IEP with supervision. Candidate gains experience working with a para-professional.

Rule 81 (1)(a)(viii) Preparing students with disabilities for transitions consisting of preschool to elementary through post-secondary environments and employment.

EDSE 301 Identifies state and federal laws and regulations as well as significant litigation which pertain to learners with exceptionalities including transitions rights and school responsibilities.

EDSE 302 Communication and Community: Candidates complete a summary of educational community members roles and responsibilities including an interview of community agency responsible for advocacy, educational and transitional services and types of employment options available.

EDSE 403 Assessment and Diagnosis: Candidate demonstrate an understanding and examines the transition impact and the potential effect on learning for the student and their on both ends of the spectrum of education as well as the impact on the family. Candidate is exposed to various assessments for relevant age group and issues related to early intervention.

EDSE 404 Candidate identifies components and plans for the transition from school to work for students with learning disabilities including the use of assistive technology.
Rule 81 (1)(a)(ix) Maintaining, releasing, and transferring student records according to district, state, and federal rules and policies.

EDSE 302 Candidates will identify the specifics of the local, state and federal law in relations to confidentially of records and method of sharing demonstrate knowledge via test results.

EDSE 403 Candidate will articulate standards for record keeping and sharing at local, district and statewide level demonstrate knowledge via test results
Rule 81 (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.

EDSE 301 Candidates will describe the historical and philosophical changes that support students with disabilities in the US from 1920 to present. In addition they will identify state and federal laws and regulation plus significant litigation. Also Candidates will define disability as it pertains to educational performance and identify the categories of disability as defined by state and federal law; list and describe the major provisions under IDEA and PL504 for the support of students with disabilities; identify and define the meaning of least restrictive environment which include educating the family and identifying privacy rights. Candidates will describe the continuum of service delivery models which provide for the education of learners with exceptionalities in the least restrictive environment.

EDSE 302 Candidates will demonstrate an understanding of the concept of least restrictive environment and the rights of the family and student. Candidates will demonstrate cultural sensitivity regarding the level of knowledge and comfort of the family and their right to privacy.

EDSE 480 Candidates identify issues expressed by parents at a parent support group including lack of information or lack of knowledge. Candidates share this information via electronic discussion board and identify solutions.

Rule 81 (1)(b) Understanding issues of race, class, culture, religion, gender, orientation, and language related to subdivision (a) of this subrule

EDSE 301 Candidates discuss and identify the process for identifying students with disability and list strengths and weaknesses of that process including issues relevant to diversity.

EDSE 302 Candidates identify their own bias as a way to be alert to how their personal issues could affect their judgment. Candidates will consider how to assist others (paraprofessionals) in recognizing their own bias.

EDSE 401 Candidates will review and discuss an article of choice from Perspectives, Educating Diverse Populations (on reserve at library) that they will discuss and identify issues relevant to diversity including their perspectives.
R 340.1782 (intro)

R 340.1782 Endorsed teachers of students with disabilities; additional requirements.

Rule 82. An endorsed teacher of students with disabilities, in addition to meeting the specific requirements in R 340.1786 to R 340.1788, R 340.1795 to R 340.1797, and R 340.1799 to R 340.1799c, shall comply with all of the following requirements:
Rule 82 (a) Possess a valid Michigan teacher's certificate. New teacher candidates will qualify for their elementary education certificate in conjunction with the special education endorsement. For candidates who are seeking an endorsement only, they will be required to already hold a valid teaching credential at either the elementary or secondary level
Rule 82 (b) Possess a baccalaureate degree with a major in a specific special education area or have earned credit in course work equivalent to that required for a major.

Major:

The special education major will be the basis for the initial elementary certification. When used as an additional endorsement program the candidate will be required to possess a baccalaureate degree.
Rule 82 (c) Possess an endorsement in special education that is valid in grades kindergarten through 12. Elementary or secondary endorsements in special education, earned after September 1, 1990 , shall be valid in grades kindergarten through 12. Teacher candidates will not qualify for the special education endorsement until their completion of the approved program and subsequent certification by the Michigan Department of Education.
Rule 82 (d) Have completed not less than 8 weeks of directed student teaching in the specific area of impairment. Not less than a 180-hour practicum in the specific area of impairment is required for each additional endorsement. Student teaching through EDSE480 Seminar 1-credit, and EDSE492 Learning Disabilities Internship will span an entire academic semester and require placement at a minimum of two academic levels in the area of learning disabilities. Early field experiences will guarantee experience placements at the minimum of a third level, with documentation collected in the e-portfolio of each level. During observations students may chose a workshop or transitional employment or and early intervention program as the site.
Rule 82 (e) Be recommended for a certificate or endorsement, or both, in a specific special education area by an institution of higher education or the department signifying verification of completion of a teacher education program for the specific special education area, as approved by the state board of education. The University will only recommend those candidates who complete the approved program.
Rule 82 (f) On the effective date of these rules, persons approved as special education teachers under this rule, teacher consultants under R 340.1790, and teachers of preprimary-aged students under R 340.1795 shall maintain and continue to have their full approval status. This does not appear to be a standard related to the preparation of teachers for learning disabled students.
R 340.1788 (intro)

R 340.1788 Teachers of students with learning disabilities; special requirements.

Rule 88. (1) The teacher education program for teachers of students with learning disabilities shall
Rule 88 (1) include a minimum of 30 semester or equivalent hours pursuant to R 340.1781, R 340.1782, and all of the following: The, requirements of the special education major (Learning Disabilities) include a total of 32 semester hours documented on FormXX
Rule 88 (1)(a: intro) The identification of learning disabilities including:
Rule 88 (1)(a)-1 diagnostic principles and practices;

EDSE 320 Introduction to Learning Disabilities Candidates receive instruction on the diagnosis, characteristics and factors affecting students with learning disabilities. Candidates apply this knowledge as they prepare and deliver a presentation on medications and their function/effects on students with disabilities.

EDSE 403 Candidates understand, articulate and apply the seven core principles of the Response to Intervention model by discussion with school administrator and reporting on the results.

PSYC 301 Candidates describe the diagnostic criteria, causal factors and evidence based treatments for Learning Disabilities.
Rule 88 (1)(a)-2 the etiology and characteristics of learning disabilities EDSE 320 Candidates discuss the history of learning disabilities and receive instruction on the characteristics and factors affecting students with learning disabilities. Candidates recognize, identify and explain the stated characteristics of persons with learning disabilities.
Rule 88 (1)(a)-3 sociocultural, linguistic, and environmental factors influencing identification; and,

EDSE 302 Candidates examine multicultural perspectives in learning disabilities and demonstrate proficiency via exam on their knowledge and understanding.

EDSE 320 Candidates explain the various definitions of learning disabilities and co-occurring disorders and the assumptions underlying these including factors of diversity and environment. as well as cognition and language characteristics of student with LD and will demonstrate understanding via test results..

EDSE 401 Candidates will prepare a research paper on an issue of social concern, diversity, human development, linguistics, co-occurring disabilities, transition, advocacy and present as a seminar to the class their understanding followed by discussion in relation to the population of learning disabled.
Rule 88 (1)(a)-4 the relationship between learning disabilities and other commonly associated conditions.

EDSE 320 Candidates identify co-occurring disabilities with LD in the areas of adaptive behavior, social and emotional, language and identify their inter-relationship impacting the student (ADHD, Behavior, Language both expressive and/or receptive/ fetal alcohol syndrome etc.)

EDSE 401 Candidates will prepare a research paper on an issue of social concern, diversity, human development, linguistics, co-occurring disabilities, transition, advocacy and present as a seminar to the class their understanding followed by discussion in relation to the population of learning disabled
Rule 88 (1)(b: intro)- The common manifestations of learning disabilities across the age span, including:
Rule 88 (1)(b)-1 challenges in meeting developmental milestones in the preschool years,

EDSE 403 Understand and examine the transition impact and the potential effect on learning for the student with learning disability and their family (preschool to elementary) while considering developmental milestones.

EDSE 404 Candidates articulate data to support the argument for and/or against early intervention for children with disabilities. Milestones to be considered
Rule 88 (1)(b)-2 problems with academic performance in literacy, math, and content areas across the K-12 spectrum, EDSE 403 Identify assessment options, potential modification, accommodations and adaptations including assistive technology in the area of academic performance in written, oral, expressive language, emergent literacy skills, language learner/bilingual issues, reading , arts academic performance mathematics and science K-12.
Rule 88 (1)(b)-3 issues of strategic performance and self-determination in older students, and EDSE 403 Identify assessment options, potential modification, accommodations and adaptations including assistive technology in the area of academic performance in written, oral, expressive language, emergent literacy skills, language learner/bilingual issues, reading , arts academic performance mathematics and science K-12.
Rule 88 (1)(b)-4 the interplay between cognition and psychosocial functioning.

PSYC 301 Exceptional Child and Adolescent by explaining current definitions of exceptionality/abnormality as well as the implications of these perspectives for children and adolescents.

EDSE 320 Introduction to Learning Disabilities will discuss learning disabilities as a co-occurring disability.

EDSE 401 will review various theories and articles that discuss the interplay between psych/social /cognition functioning. .

EDSE 403 Candidates will identify the intertwining role that emotional, social and cognitive factors play in studentís performance.
Rule 88 (1)(c: intro) Assessing, teaching, and modifying instruction and curricula for students with learning disabilities across the K-12 continuum related to all of the following:
Rule 88 (1)(c)(I: intro) Administering and adapting formal and informal assessment methods for the purposes of:
Rule 88 (1)(c)(i)-1 instructional planning, and

EDSE 403 Candidates prepare and present a comparative examination of assessment procedures, issues and selection of appropriate assessment tools. Candidates develop an assessment tool and modify the assessment based on the needs of the individual.

EDSE 404 Canadiates adapt typical lesson plans to accommodate the need of the student with learning disabilities.
Rule 88 (1)(c)(i)-2 communicating assessment results to students, their families, and other professionals. EDSE 403 Candidates will demonstrate the ability to identify and include key stakeholders beyond the student in the assessment process and results including but not limited to primary care givers, para-professionals, professionals, administrators, peers, extended family/friends and other relevant school personnel. Candidates will communicate to all team members identified concern and proposed options for assistance while demonstrating awareness of issues of diversity that might be present.
Rule 88 (1)(c)(ii: intro) Developing and implementing instructional and curricular goals; monitoring and reporting the progress related to the unique needs of students with learning disabilities, including :
Rule 88 (1)(c)(ii)-1 career/transition programs and, and EDSE 403 Candidates will understand and examine the transition impact and the potential effect on learning for the student and the family from high school to work. In addition the candidate will articulate the standards for record keeping and sharing at the local, district and statewide levels.
Rule 88 (1)(c)(ii)-2 access to adult role models EDSE 302 Candidates will articulate their understanding of options for the person with LD to experience adult role models including social groups outside of the school or work setting
Rule 88 (1)(c)(ii)-3 use of assistive technology

PSYC 301 Candidates will describe strategies for assisting students in the classroom

EDSE 401 Candidates will participate in review of various articles discussing various modalities for teaching the student with Learning Disabilities.

EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.

EDSE 404 Candidates will present and critique lesson plans that demonstrate adaptation of core curriculum areas (math, reading, language arts, science, communication (receptive/expressive) and social studies.

Rule 88 (1)(c)(iii: intro) Fostering competency in the areas of:
Rule 88 (1)(c)(iii)-1 reading (word recognition and comprehension),

PSYC 301 Candidates will describe strategies for assisting students in the classroom

EDSE 401 Candidates will participate in review of various articles discussing various modalities for teaching the student with Learning Disabilities.

EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.

EDSE 404 Candidates will present and critique lesson plans that demonstrate adaptation of core curriculum areas (math, reading, language arts, science, communication (receptive/expressive) and social studies.
Rule 88 (1)(c)(iii)-2 writing (text composition and revision, grammar, spelling, and legibility),
Rule 88 (1)(c)(iii)-3 mathematical reasoning and calculation,.

PSYC 301 Candidates will describe strategies for assisting students in the classroom

EDSE 401 Candidates will participate in review of various articles discussing various modalities for teaching the student with Learning Disabilities.

EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.

EDSE 404 Candidates will present and critique lesson plans that demonstrate adaptation of core curriculum areas (math, reading, language arts, science, communication (receptive/expressive) and social studies.

Rule 88 (1)(c)(iii)-4 listening, and

PSYC 301 Candidates will describe strategies for assisting students in the classroom

EDSE 401 Candidates will participate in review of various articles discussing various modalities for teaching the student with Learning Disabilities.

EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.

EDSE 404 Candidates will present and critique lesson plans that demonstrate adaptation of core curriculum areas (math, reading, language arts, science, communication (receptive/expressive) and social studies.

Rule 88 (1)(c)(iii)-5 speaking.

PSYC 301 Candidates will describe strategies for assisting students in the classroom

EDSE 401 Candidates will participate in review of various articles discussing various modalities for teaching the student with Learning Disabilities.

EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.

EDSE 404 Candidates will present and critique lesson plans that demonstrate adaptation of core curriculum areas (math, reading, language arts, science, communication (receptive/expressive) and social studies.

Rule 88 (1)(c)(iv: intro) Fostering:
Rule 88 (1)(c)(iv)-1 study skills and test-taking skills, EDSE 403 Candidates will study, discuss and be demonstrate proficiency via exam on assessing study skills, and test-taking, keeping in mind the areas of diversity for the student with learning disabilities. Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(iv)-2 self-management, EDSE 403 Candidates will study, discuss and will demonstrate proficiency via exam on assessing self management skills keeping in mind the areas of diversity for the student with learning disabilities. Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(iv)-3 problem solving, EDSE 403 Candidates will study, discuss and will demonstrate proficiency via exam on assessing problem solving skills, keeping in mind the areas of diversity for the student with learning disabilities. Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(iv)-4 reasoning, EDSE 403 Candidates will study, discuss and will demonstrate proficiency via exam on assessing reasoning, keeping in mind the areas of diversity for the student with learning disabilities. Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(iv)-5 coping skills, and EDSE 403 Candidates will study, discuss and will demonstrate proficiency via exam on assessing coping skills keeping in mind the areas of diversity for the student with learning disabilities. Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(iv)-6 self-determination EDSE 403 Candidates will study, discuss and will demonstrate proficiency via exam on their understanding of self-determination keeping in mind the areas of diversity for the student with learning disabilities. Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(v) Adapting and modifying general education curricula, pedagogical approaches, and learning environments for students with learning disabilities. EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs.
Rule 88 (1)(c)(vi) Managing and monitoring the social, emotional, and behavioral needs of students with learning disabilities in a variety of group settings.

EDSE 404 Candidates will plan and manage appropriate academic and social/emotional interactions in the areas of math, reading, language arts (writing), social studies, communication, and science assisting with social development, behavioral concerns and communication strategies for students with learning disabilities at work, school and a variety of settings.

Rule 88 (1)(d: intro) Issues related to learning disabilities definition and identification;. EDSE 320 Candidates will explain the various definitions of learning disabilities and the assumptions underlying these as well as recognize, identify and explain the characteristics of persons with learning disabilities. Candidates will also describe types of assessments information useful for eligibility decisions and instructional decisions.
Rule 88 (1)(d)-2 legislation and regulations; EDSE 320 Candidates will compare and contrast legislation on the district/state/federal level, including the various mandates and regulations attached to the legislation.
Rule 88 (1)(d)-3 pre-referral, referral and placement;

EDSE 301 Candidates will discuss the pre-referral process, referral systems, and multidisciplinary team process and responsibility of the members. Also Candidates will describe the continuum of service delivery modes which provide for the education of the learners with learning disabilities in the least restrictive environment.

PSYC 301 Candidates will describe the content and implementation of Individualized Education Plans as well as the interests of the various stakeholders in developing and implementing.

EDSE 401 Candidates will participate in review of various articles discussing various modalities for teaching the student with and the IEP, IFSP, Transition process.

EDSE 403 Candidates will recommend accommodations and modifications for classroom or work setting based on assessment results and studentís needs through the IEP process..

Rule 88 (1)(d)-4 instruction and assessment of educational progress for students with learning disabilities; and,

EDSE 301 Candidates will descript types of assessment information useful for eligibility decisions and instructional decisions. Candidates will learn and demonstrate proficiency via testing on sample eligibility reports, and methods of collecting data to assess progress of the student with learning disabilities. Candidates will review and examine the role of the paraprofessional in the classroom.

EDSE 320 Candidates will demonstrate an understanding of the various types of assessment and instructional methodologies available.

EDSE 403 Candidates will participate in the assessment/diagnosis of various case studies to determine the most appropriate tool and how to determine the areas to addresses.

EDSE 404 : Candidates will implement via modified lesson plans the various recommendation made via the IEP while demonstrating the understanding of the role of the paraprofessional. Candidate will evaluate the modification for impact and modify the learning tool based on the data collected.

Rule 88 (1)(d)-5 collaboration with general education teachers, families, and allied service providers.

EDSE 302 Candidates participate through the community in developing an understanding of various advocacy groups and service facilitate and practice collaboration.

EDSE 403 Candidates demonstrate effective communication with student, parents and professionals to assess need and proposed options for assistance.

EDSE 404 Candidates will interview professionals in the field of technology to develop an understanding the resources and contacts available.
Rule 88 (2) The 30 semester or equivalent hours shall be distributed to prioritize preparation, including pre-student teaching field experiences in assessing, teaching, and modifying instruction related to subdivisions (a) to (d) of this subrule for students with learning disabilities. The 32 semester hours in the program include instruction related to instruction of students with learning disabilities. Form XX summarizes these requirements, the course syllabi specify the field experiences, and the student e-portfolio will document the field placement experiences and personal reflective narratives
A K-12 endorsement program must provide candidates with the following experiences:
The K-12 program provides structured field experiences (inclusive of student teaching) in three areas: elementary, middle school, and high school. The 32 semester hours in the program include instruction related to instruction of students with learning disabilities. Form XX summarizes these requirements, the course syllabi specify the field experiences, and the student e-portfolio will document the field placement experiences and personal reflective narratives.
The K-12 program provides course work in growth and development for early childhood and adolescent learners. The 32 semester hours in the program include instruction related to instruction of students with learning disabilities. Form XX summarizes these requirements, the course syllabi specify the field experiences, and the student e-portfolio will document the field placement experiences and personal reflective narratives.
The K-12 program provides preparation in instructional methods with specific strategies of instruction for students with learning disabilities and collaboratively supports structured field experiences appropriate to each levels of certification The 32 semester hours in the program include instruction related to instruction of students with learning disabilities. Form XX summarizes these requirements, the course syllabi specify the field experiences, and the student e-portfolio will document the field placement experiences and personal reflective narratives.

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