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.
