51ºÚÁÏÍø

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws. Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes.

Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3

A study of the relationship between language and culture including the impact of cultural experiences on language development, disposition, and learning. Understanding acculturation and assimilation and their influence on people’s perception of immigrants. Emphasis on continual professional development and research in ESOL and the importance of the educator as a professional resource and advocate for English learners and their families.

Credit Hours: 3

The philosophy, administration, and practice of supervision for the improvement of instruction on the elementary and secondary levels. The course will prepare the candidates with skills needed to implement the TESS evaluation system in Arkansas public schools.

Credit Hours: 3

This course focuses on the interaction between curriculum, instruction, and assessment as essential to student achievement. It examines the role of the principal as a facilitator of curriculum design and implementation.

Credit Hours: 3

This course focuses on the use of technology across all functions of a school system. The course focuses on the leader’s role for the utilization of technology in the schools.

Credit Hours: 3

This course will provide the candidate with the knowledge and dispositions needed to facilitate and engage in effective collaboration with both internal and external publics within the school and community. Emphasis will be placed on involvement of all stakeholders in the development and implementation of an effective school-community relations program that mobilize community resources needed to ensure success of all children.

Credit Hours: 3

The purpose of this course is to prepare candidates to teach reading to students in a developmentally appropriate manner.

Credit Hours: 3

The course is designed to equip candidates with the knowledge, skills, and dispositions needed to use a variety of reading assessment tools and practices available for the classroom setting in order to plan and evaluate effective reading instruction that meets the needs of all their students.

Credit Hours: 3

The nature of the assessment process is explored and assessment procedures and instruments are identified. Subjects are assessed and diagnosed and a recommended program of remediation is prescribed.

Credit Hours: 3

The course is designed to provide advanced candidates with the opportunity to work one-on-one and in small groups with K-12 students experiencing difficulties in reading, writing, and/or spelling literacy that are symptomatic of dyslexia. Candidates will diagnosis the students’ literacy strengths and weaknesses, provide individualized and focused interventions to enhance the students’ literacy development, and report students’ progress to appropriate individuals.

Credit Hours: 3

Students with high-incidence disabilities often spend most or all of their school day in the general population inclusive classroom. These students have needs that require special accommodations, modifications, and/or teaching styles. In this course, candidates will review the disabilities that are present within the highest frequency of this population of students who receive special education services including autism spectrum disorders, communication disorders, intellectual disabilities, ADHD, dyslexia, specific learning disabilities, and emotional or behavioral disorders.

In addition to examining the common characteristics of students who are diagnosed with these disabilities, candidates will develop differentiated instructional strategies and explore resources that will support the learning of all students in the classroom. Candidates’ major activity in this course is a differentiated lesson plan assignment that is also a key assessment for the Special Education program.

Using the tools and techniques from this course, candidates will be able to understand the challenges faced by students who have high incidence disabilities in the classroom and help them achieve their highest academic potential. Field experience is required for this course.

This online course's outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s).

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws. Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes.

Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3

The purpose of this course is to prepare candidates to teach reading to students in a developmentally appropriate manner.

Credit Hours: 3

The course is designed to equip candidates with the knowledge, skills, and dispositions needed to use a variety of reading assessment tools and practices available for the classroom setting in order to plan and evaluate effective reading instruction that meets the needs of all their students.

Credit Hours: 3

The nature of the assessment process is explored and assessment procedures and instruments are identified. Subjects are assessed and diagnosed and a recommended program of remediation is prescribed.

Credit Hours: 3

The course is designed to provide advanced candidates with the opportunity to work one-on-one and in small groups with K-12 students experiencing difficulties in reading, writing, and/or spelling literacy that are symptomatic of dyslexia. Candidates will diagnosis the students’ literacy strengths and weaknesses, provide individualized and focused interventions to enhance the students’ literacy development, and report students’ progress to appropriate individuals.

Credit Hours: 3

Students with high-incidence disabilities often spend most or all of their school day in the general population inclusive classroom. These students have needs that require special accommodations, modifications, and/or teaching styles. In this course, candidates will review the disabilities that are present within the highest frequency of this population of students who receive special education services including autism spectrum disorders, communication disorders, intellectual disabilities, ADHD, dyslexia, specific learning disabilities, and emotional or behavioral disorders.

In addition to examining the common characteristics of students who are diagnosed with these disabilities, candidates will develop differentiated instructional strategies and explore resources that will support the learning of all students in the classroom. Candidates’ major activity in this course is a differentiated lesson plan assignment that is also a key assessment for the Special Education program.

Using the tools and techniques from this course, candidates will be able to understand the challenges faced by students who have high incidence disabilities in the classroom and help them achieve their highest academic potential. Field experience is required for this course.

This online course's outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s).