special education certificate

This course is designed to provide an orientation to the primary components of the Graduate Initial Teacher Certificate. Students will be introduced to the program's progression and completion requirements. Clinical experience, electronic resources, clinical practice, and the teacher performance assessment/teacher work sample will be discussed.

This course examines the foundations of special education and introduces the characteristics of exceptional learners. State and federal regulations for the referral process, available programs or service delivery options, placements, and Individualized Education Plans are examined. Various assessment and remediation techniques, instructional strategies, and classroom management plans are explored as well as the use of appropriate classroom materials. Accommodations and modifications for students in special education are also investigated.

This course focuses on the theoretical models that underlie teaching and learning. Teacher candidates analyze the most effective teaching strategies to encourage students to develop a deeper understanding of content and to promote critical thinking. Teacher candidates also examine teaching methods and learn to effectively use students¿ prior knowledge to develop lesson plans.

This introductory course is designed to assist teacher candidates in developing strategies and techniques to support students with Autism Spectrum Disorders (ASD). This class is designed to familiarize teacher candidates with the complexity of ASD. The course provides the theoretical background information and practical instructional strategies needed for working with students with ASD. Participants will gain a better understanding of the key issues related to inclusive instructional practices as well as the skills to adjust behavioral challenges. This course fosters communication and social-perceptual thinking skills among teacher candidates.  

This course addresses legal and historical foundations of Structured English Immersion (SEI), the identification and assessment process for English learner eligibility, and culturally relevant instruction. The Arizona Language Development Approach and SEI models are introduced, including language development and acquisition learning theories. Students examine the English Language Proficiency (ELP) Standards and their application in lesson planning. Additionally, students explore appropriate intervention practices and differentiation strategies to support English learners in elementary settings. This course is designed to meet the standards set by the Arizona Department of Education.

This course examines the characteristics of students with learning disabilities and language and development disorders. The teacher candidate will analyze and implement classroom management, instructional strategies, assessment, and augmentative and alternative technologies based on the needs of the students through a comprehensive lesson plan. Attention is given to the referral process and available program or service delivery options.

This course focuses on the vertical alignment of national, state, and local mathematical standards used to deliver content instruction in the area of mathematics to diverse learners. In addition, this course will provide teacher candidates the opportunity to examine and analyze strategies that support learner development, learner differences, content knowledge, application of content, assessment, planning instruction and professional practices.

This course focuses on the most current research, theory, methods, and instructional strategies related to the science of reading and structured literacy. This focus includes phonological awareness, systematic phonics and spelling, vocabulary and oral language, and text reading fluency, all leading to reading comprehension and literacy development. Effective literacy assessment, intervention strategies, and differentiation techniques are also explored.

This course focuses on the most current research, theory, and methods of reading instruction that are supported by the Science of Reading. Teacher candidates will examine foundations of reading development as well as formal and informal reading assessments used to identify students' strengths, weaknesses, and reading levels. Instructional techniques, including Structured Literacy, research‐based phonics instruction, strategies for teaching learners with dyslexia, and intervention practices for working with exceptional learners are modeled. In addition, candidates will examine the writing process and ways to promote skill development for exceptional learners.