Special Education: Foundations, Behavior, Curriculum, Instruction, and Evaluation
We're sorry, this course is no longer open for enrollment.
The course covers:
(a) approaches for dealing with challenging behavior (functional; behavior assessments; positive behaviors supports, and supportive instructional environments),
(b) instruction methods (teaching self-regulation of inappropriate behavior, social behavior, and play; and the teaching of generalized self-regulation of independent work);
(c) principles of curriculum design;
(d) curriculum guides for self-determined learning (schedule following and self-monitoring; and self-regulation and self-determined learning);
(e) school to work transition (generalization and adjustments during transition, transition programming, student-directed IEPs;
(f) supported work (assessing workplace interests and opportunities, assessing and teaching cue-card use at work; teaching problem solving for adjustments at work; and
(g) evaluation methods (daily progress evaluation; evaluations of self-determined learning, assessments of self-determination).
Special education holds a favored position in public policy in this country because it is the product of the third great self-determination revolution in the country's history. That revolution began in the 1950s and is ongoing today. This course will provide an overview of the revolution, how it led to the equal opportunity policy principle, and how that principle was interpreted in favor of providing a free and appropriate public education for children with disabilities. This course explains the equal opportunity principle by making explicit its policy goal, which is to improve prospects for self-determination for left-out groups. Hence, the purpose of special education, which is a policy derived from that principle, is to improve self-determination prospects of children and youth with disabilities, as well.
This course will also identify the challenges that are peculiar to special education as it attempts to improve self-determination prospects for all children with disabilities. One of these is to provide instruction that guarantees learning when deficiencies in adjustment and adaptability exist and at the same time prepares students to use their adaptive capabilities to meet their own needs and to satisfy their own interests. It presents a theory of learning that shows how learning and self-determination goals are naturally compatible with the maximization of the learning that also improves self-determination.
- Completely Online
- 6 Months to Complete
- 24/7 Availability
- Start Anytime
- PC & Mac Compatible
- Android & iOS Friendly
- Accredited CEUs