A course for special education teaching practitioners in which a school-based problem is examined from the standpoint of how it can be best addressed given what is known about evidence-based practices in the field of special education. A blueprint for solving the problem is prepared including a statement and purpose for the action research (including essential definitions), what is known about the issue in the special education literature, the scope, assumptions and limitations of the project, and research questions and hypotheses. Course culmination will include collection of data, analysis of that data, conclusions and recommendations based on the impact on students with disabilities and student outcomes.
Please note that all February classes will meet in Lamson 124.
This three-credit course will give participants a greater understanding of both federal and New Hampshire special education law. Time will be spent on Section 504 of the Rehabilitation Act of 1973. This course is designed and intended for teachers and special education administrators. You do not need to be a law student to succeed in this class. There is a heavy emphasis in this course on theory to practice, "practical news you can use" the next day in your profession. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law.
Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
This course addresses targeted methods designed to enhance the emotional well being and reduce the problem behavior of students who are at risk for school failure but who do not necessarily qualify for special education services. Using the positive behavioral interventions and support approach to systems change, students will learn how to create and nurture a problem solving team of professionals who are responsible for developing evidence based strategies for improving the behavior and academics of students for whom universal, school wide approaches have been insufficient. Topics include completing functional behavioral assessments of targeted students, creating behavior intervention plans based on functional behavioral assessment, designing and implementing targeted group interventions aimed at reducing problem behavior and increasing prosocial behavior and academic achievement of targeted students, and evaluating the targeted system data-based decision making for improving practice.
This course provides an in-depth look of the use of technology with diverse learners. An overview of two federal laws (IDEA and NCLB) and the examination of the research of learning technologies will be presented. Students will be engaged in hands-on experience with desktop software, online resources and specialized software designed to support diverse learners. Opportunities will be provided for students to develop classroom activities and curriculum planning guidelines for integrating technology tools into the content areas to accommodate a range of student learning differences.
Focuses on the ethics of special education laws, regulations and policies. Students will use case studies that pose ethical dilemmas in order to understand the complex issues underlying such issues as inclusion, labeling, IDEA, least restrictive environment (LSE) compliance, due process, parent involvement, awareness of ethical responsibilities, ethical decision making, confidentiality, record keeping, and informed consent. The spirit versus the letter and the morality of special education will also be explored. A special focus will be on transacting an ethic of care in school best practices that promote democratic decision making, advocacy, and the empowerment of parents.
This course is designed to provide teachers with increased understanding of the needs of children who display maladaptive behaviors associated with conduct disorders in school settings. Students will investigate specific causes, diagnosis, assessment methods, interventions, etiology, co-morbidity, subtypes, pharmacotherapy, the role of the classroom teacher, and possible resources.
A supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is done by the institution or agency concerned and by Plymouth faculty.
A supervised field experience in one of several cooperating institutions. The purpose is to gain meaningful work experience through applying knowledge learned in course work to the on-the-job situation. Commitment includes 12 hours per week within the school environment over 3 days, and one three hour seminar per month. Supervision is done by the cooperating school and overseen by Plymouth State University faculty.
A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as a special education administrator through applying knowledge learned in coursework to on-the-job situations.