| State licensure requirements have changed from categorical
to student need level. Indiana now issues licensure in the
areas of Mild and Intense Intervention. Currently, it is required
that ALL individuals seeking initial teacher certification
in Indiana be eligible for a Mild Intervention license. Because
licensure in Intense Intervention cannot be obtained without
first obtaining licensure in Mild Intervention, many Colleges
and Universities in Indiana are choosing to offer special
education preservice programs in only the mild area. As a
result Purdue University is one of the few universities in
Indiana will offer special education licensure area for Intense
Intervention.
All students interested in receiving certification/licensure
in special education at Purdue University will be eligible
for certification in Mild Intervention (Elementary or Secondary).
Students desiring dual certification in Mild and Intense Intervention
(Elementary or Secondary) areas may earn this by replacing
“elective courses” with additional courses in
special education. The following courses will be required
for students seeking to obtain certification in Mild Intervention:
Mild Intervention: Elementary or Secondary
EDPS
260 Introduction to Special Education
Covers a broad overview of special education. Topics include
historical perspective, mainstreaming instruction, legal issues,
instructional programming, characteristics, etiological factors,
assessment, and disability-specific information. This course
was revised to increase emphasis on the laws that drive special
education and ethics and practices of the profession itself
EDPS
265 Inclusive Schools (Block Course)
EDPS
270 Mild Characteristics (3)
This will be a combination of previous characteristics courses
that examined the learning, behavioral, social, and communicative
characteristics of individuals who experience a “high
incidence” disability (e.g., learning disability, emotional
disability, mild mental disability)
EDPS
361 Use of Assessment Techniques in Special Education
Assessment techniques for the exceptional child with applications
to curriculum. Includes norm-referenced and curriculum-based
measurement, error analyses, and observational ratings.
EDPS
362 Organization and Management of Instructional Behaviors
(Applied Behavior Analysis)
Organization and management techniques, including structure,
principles, scheduling, and evaluation, and strategies for
effective integration into regular, resource, and special
education classrooms to motivate and increase appropriate
learning behaviors and to manage problem behaviors.
EDPS
364 Practicum in Assessment Procedures
Practical experiences in test administration, scoring, and
interpretation will be provided in practicum.
EDPS 365 Learning, Attention, and Social Characteristics
of Individuals with Severe Emotional Handicaps (Block Course)
Analysis of learning, attention, and social disordered behavior
for assessing, defining/classifying, and determining probable
etiology, prevalence, and moderating factors. Course content
organized into major theoretical models.
EDPS
405 Transition of Students with Disabilities
Focuses on transition for students with disabilities from
early intervention to post-secondary settings. Issues that
are addressed include: educational programming, IEP linkages,
assessment, school and grade level transitions, resources,
interagency collaboration, and transition plan development
EDPS
459 Technological Applications in Special Education
This course is intended to develop the student's knowledge
of the legislative mandates for, as well as the impact of,
the use of assistive technology, including adapted computers
and other adaptive and learning technologies with individuals
having a range of disabilities, intellectual impairments,
and sensory and physical impairments. This course is intended
to provide a foundation for the student in the application
of those technology tools available to assist with instruction
or personal independence. These tools include educational
software; adaptive software and devices for visual, hearing,
motor, communication, or intellectual disabilities; assisted
writing applications; adaptive access to the microcomputer
and other learning technologies such as interactive CD-ROM,
multimedia, etc. Students will develop knowledge and skill
related to the selection of assistive technologies, their
application in educational and life skills domains, and their
integration into individualized educational programs. As a
component of the course, students will develop applications
using computer-based assistive technologies based upon case
examples.
EDPS
460 Strategies for Teaching Individuals with Disabilities
Introduction to education of individuals with mild disabilities,
learning disabilities, mild mental handicaps, and severe emotional
handicaps. Topics include: technological applications, teacher
effectiveness, instructional design, development of individualized
education programs; and evaluation of instruction.
EDPS
461 Practicum Strategies for Teaching Individuals with
Disabilities
Practicum experience in assessment and teaching of individuals
with disabilities. Experience in design, delivery, implementation,
and evaluation of instruction.
EDPS
462 Advanced Strategies Teaching Individuals with Disabilities
Advanced strategies for teaching of individuals with disabilities.
Topics include technological applications, reading, problem-solving,
written language; self-monitoring; memory; peer tutoring;
generalization; and computer-assisted instruction.
EDPS
470 Consultation Models and Practices in Special Education
Methods of consulting with other professionals and families
of youth with disabilities; designing in-service training
programs; implementing delivery systems; developing referral
systems and program evaluations.
EDPS 491 Topics and Issues in Education
This seminar will present information on alternating topics
of interest and concern in the field of special education
EDPS
498 Supervised Teaching
Practical experiences in test administration, scoring, and
interpretation will be provided in practicum. This course
will coincide with the Block Courses in Math and Science Methods.
Mild and Intense Intervention Elementary or Secondary
In addition to the special education courses for Mild Intervention
(Elementary or Secondary), students seeking certification
in Mild and Intense Intervention (Elementary or Secondary)
must also take the following special education courses (in
place of electives):
EDPS 310 Characteristics of Individuals with Severe Disabilities
(new course) (3)
Students study the cognitive, social, communication, and
learning characteristics of students with moderate, severe,
and profound mental retardation and autism. Discussion focuses
on social philosophies and service delivery issues; ddefinitions
and classification systems of mental retardation and autism;
the legal requirements for services for students with multiple
and severe disabilities, including legislative, judicial and
administrative rules; cognitive development, social-emotional
development, communication development, and behavior characteristics,
and related research; behavioral and developmental theories,
and the ability to analyse learning deficits of these populations
within these frameworks; cultural similarities and differences
among these populations; knowledge of significant social and
service delivery issues; locating and use of relevant professional
literature and organizations concerned with the education
and welfare of individuals with severe mental retardation
and autism; and professional and ethical practices of a professional
special educator.
EDPS
363 Psycho educational, Medical, and Physical Aspects
of Individuals with Disabilities (3)
An introduction to the characteristics of individuals with
medical, physical, or mild to severe intellectual disabilities.
Topics include: defining characteristics; etiological factors;
assessment; social, legal, and educational issues; and basic
physical or medical management issues.
EDPS
461S Practicum in Severe Disabilities (1)
Practicum experience in assessment and teaching of individuals
with disabilities. Experience in design, delivery, implementation,
and evaluation of instruction.
EDPS
463 Teaching Individuals with Severe Disabilities (3)
Education of individuals with severe or multiple disabilities.
Application of innovative technology, design of individual
educational programs, strategies and methods for instruction,
evaluation of instruction, community-based instruction, generalization
and maintenance of skills.
EDPS 498 Supervised Teaching (16)
Students will experience a semester of student teaching in
the area of low incidence (intense intervention) disabilities.
EDPS
562 Augmentative and Alternative Communication (3)
This course addresses the broad range of AAC including (l)
unaided approaches including manual systems and symbols such
as American Sign Language (ASL), the various pedagogical sign
systems, Amer-Ind, and other gesture systems; and (2) aided
approaches using communication boards or other mechanical
or electronic devices (including microcomputers) with symbol
sets and systems such as pictures, Sigsymbols, Blissymbols,
and traditional orthography. This includes the critical analysis
of both aided and unaided symbol sets and systems. Hands-on
experience with assistive communication devices is also included.
Cognitive, educational, physical, psychosocial, linguistic
aspects, symbol characteristics, teaching strategies, efficacy
of the various approaches, funding, and research issues and
needs will be addressed. This course is designed to provide
a general introduction and overview of AAC. As an introduction,
it is expected that students will gain the knowledge for further
coursework and practicum experience to enable them to provide
AAC direct service and consultation to meet the needs of individuals
with severe communication disabilities. For those who will
not have additional study in AAC, the course should provide
the basic knowledge for appropriate referral and collaboration. |
