EDSP 371       Positive Behavior and Instruction Management in Special Education (3)

CRN 51
3-week Post Session (8/5 – 8/23)
M-Th                                   4 – 6:50 p.m.                    MRH-127
Ammer, J.
This course focuses on helping teachers and students learn to identify, manage and monitor their own behavior and the behavior of others across learning settings and social situations. A cross section of theories, models legal and ethical variables relevant to orchestrating learning across preschool to high school settings where individuals with mild, moderate and severe handicaps are receiving instructional services are presented. this includes English Language Learners with concomitant special education needs and student exhibiting traits associated with autism spectrum disorder. The use of positive behavioral support and functional behavior analysis as it pertains to California Title 5 Education Code Section 3052 Designated Positive Behavioral Interventions regulations will be discussed and students will demonstrate appropriate use of the procedure. Limit 10

 

EDSP 389       Healthy Environments and Inclusive Education in a Global Society (3) (CANCELLED 3/21)

CRN 53
3-week Pre Session (6/3 – 6/21)
M-Th                                   4 – 7:15 p.m.                    MRH-127
Staff
This course provides candidates an overview of two critical areas relative to teaching school age populations in contemporary schools: (1) creating supportive, healthy environments for student learning, and (2) teaching special populations in general education. A comparative international perspective of other foundations, pedagogy practices and service delivery options for individuals with disabilities and their families builds an understanding of cultural and personal considerations for service delivery within a classroom. Personal, family, school, community and environmental factors related to students’ academic, physical, emotional and social well-being are addressed as well as the effects of student health and safety on learning. Candidates learn and apply skills for communicating and working constructively with students, their families and community members and how to access site-based and community resources and agencies in order to provide integrated support to meet the individual needs of each student.

Characteristics and service delivery needs of indivuduals with disabilities from birth through adulthood are also investigated. Legally mandated categorical disabilities will be discussed in terms of the individual, family, education, and ancillary service issues. There is a primary focus on how educational, behavioral, social, ecological, transitional, and vocational needs of exceptional students can be addressed in general education settings. Discussion covers a multiplicity of strategies and techniques recommended for integrated service delivery for individuals with special needs in general education and in local communities. Limit 5