Curr Inst Special Ed (CISP)
An introductory course on applied planning and instructional approaches for the exceptional child. The course will introduce students to validated classroom practices for the beginning classroom teacher.
An introduction to the study of children who deviate from the average in mental, physical, and social characteristics, including a study of the characteristics of such children and the adaptation of educational procedures to their abilities and disabilities.
Behavioral characteristics of children with exceptional development, dynamics of family-community interaction, and attitudes toward exceptional conditions. Implications for amelioration and educational planning. (Not for Special Education majors)
An overview of giftedness in children, definitions, etiology, observable characteristics and implications for educational agencies.
This is an online course designed to survey current issues in the education and treatment of students with autism spectrum disorder (ASD). The course is the first in a two-course sequence that leads to the WV Autism Teaching Endorsement.
Introduction to the characteristics and needs of young children with developmental disabilities addressing the physical, neurological, health, and environmental problems that impact atypical grown and development.
Address the educational/curricular needs of students with mild learning problems in the categorical areas of mental retardation, behavior disorders, and specific learning disabilities. (PR: CI 320/520 and 433/533 or 423/523 or 424/524 or permission of instructor)
Characteristics and effective instructional strategies appropriate for students with intellectual disabilities are considered. Emphasis will be on evidence and research based practices to address academic achievement and functional performance.
Pre-req: CISP 520.
Principles and information designed to give the student an understanding of the needs and rights of parents of exceptional children and techniques to involve parents successfully in their child's education.
Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.
Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved, but may not be used for degree programs. CR/NC grading.
Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.
Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.
Courses and activities designed to meet the inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrades if approved but may not be used for degree programs. CR/NC grading.
A review of the federal and state guidelines for writing grants in Special Education. The priority areas of special education in which monies are currently available will also be examined.
A study of measures used to identify the gifted and interpretation of results, psychological development of the gifted and psychological pressures, problems and adjustments strategies towards mental health in the gifted child.
Educational models, identification techniques, teaching strategies and resources availiable for gifted children. Current trends in curriculum development for the gifted are also examined. (PR: CISP 526)
Supervised experiences (one semester) in field work with children who exhibit potential giftedness.
Pre-req: CISP 602.
An initial participation and observation experience with children experienceing behavior problems. Course evolves around bi-weekly seminar and selected projects.
This course examines research-strategies in reading instruction for students with high-incidence disabilities. This includes application of appropriate techniques in assessment, materials, and instructional strategies for adapted reading lessons.
Examines mathematics curriculum, methods, and adapted materials for students with mild to moderate disabilities in K-12 classrooms. Emphasizes strategies for accessing the general education curriculum, higher-level courses, and technology.
Collaborative/consultative multi-disciplinary and curriculum-based assessment process and their use in developing appropriate interventions linking instruction to content standards and objectives.
Pre-req: CISP 520.
An in-depth look at current issues effecting all areas of special education as well as issues specific to each special education category.
Research methods and current significant findings in special education. Guest speakers. Advanced special education students only.
Recognition of socio-emotional issues, assessment of educational needs, establishment of programs to implement behavioral change and provision of necessary modification in educational programs to remediate learning and behavioral difficulites of children.
Field Experience (practicum) affords graduate students an oopportunity to demonstrate the skill-based competences required by CEC standards and to qualify for an LD teaching license.
Pre-req: (CI 523 or CISP 523) and (CI 647 or CISP 647).
Recognition of learning disabilities, assessment of educational needs, and understanding of evidence-based teaching techniques and interventions to promote success of students with or at-risk of learning disabilities.
Pre-req: CISP 520 with a minimum grade of D.
Educational assessment and diagnostic evaluation for remediation-amelioration; advanced course for providing understanding and utilization of evaluation, teacher assessment, and analysis for programming for exceptional individuals. (PR: CISPO 626)
Field Experience (practicum) allows candidates to demonstrate skill-based competencies required by CEC and to qualify for a teaching license in mild/moderate Mental Impairment.
Pre-req: (CI 533 or CISP 533) and (CI 553 or CISP 553).
An integrated, in-depth study of current LD reading and written language programs as determined by research studies. Tutoring of LD student is required.
Field experience in a non-public setting affords graduate students an opportunity to demonstrate the skill-based competencies required by CEC Standards and to qualify for the multi-categorial teaching license.
Pre-req: CISP 520 and CISP 553 and CISP 645 and CISP 647.
An overview of early childhood special education programs including historical events, legislation, the population served, program models and components and current issues and trends.
This online course provides information on evidence-based practices used to teach students with autism spectrum disorder (ASD). The course is the second in a two-course sequence that leads to the WV Autism Teaching Endorsement (PR: CISP 527).
Pre-req: CISP 527 with a minimum grade of C or CI 527 with a minimum grade of C or CISP 527E with a minimum grade of C.
An examination of the normal development of young children, the interrelated effects of disabilities in various areas of development, and strategies for intervention.
This course contains two components: A competency-based practicum experience with students with autism spectrum disorders (ASD) and a seminar with regular discussion and readings on practical issues concerning the education of students with ASD.
Pre-req: CISP 527 or CI 527 and CISP 662 or CI 662.
An overview of issues in the identification, screening and assessment of young handicapped children, specific assessment techniques for working with families and interdisciplinary teams in the assessment process.
A review of curriculum development and methodology used to teach young children with handicaps. Evaluation techniques, program development and management, adaptation of materials and equipment and program models are presented.
Clinical Preschool Special Education. 3 hrs. Emphasis on infants and toddlers identified as at-risk or with special needs. Clinical field observations of practitioners (developmental specialists/service coordinator) and service providers are required.