MIDWAY COLLEGE LBD PROGRAM

1. MIDWAY COLLEGE LBD PROGRAM Overview of Courses June 2008

2. Designed to Meet Kentucky Initial Teacher Standards Content and pedagogy standards • Council for Exceptional Children (specialty professional association) • CEC General Curriculum standards (for students completing the general school curriculum) LBD Praxis test content • Based on CEC content and pedagogy • LBD courses • aligned to test content outlines • incorporate practice tests and scenarios Specific LBD portfolio product requirements

3. EDU 201 EDU 210 EDU 360 EDU 315 Technology Teaching & Learning: Lesson plans Teaching & Learning II : CHAMPS and Classroom Management Disabilities LBD Prerequisites

4. EDU 315: Knowledge As a regular educator: • Pre-referral intervention processes and procedures • Referral, eligibility, IEP development processes & procedures • Admissions and Release Committee functions • Basics of IDEA-2004 and Section 504 (history, requirements) • IDEA/Kentucky disability categories (characteristics, typical learning needs)

5. EDU 315: Skills As a regular educator: • Prepare pre-referral interventions • Make an appropriate referral • Use regular classroom management procedures that support a range of diverse learning and behavioral needs • Help select and use appropriate accommodations for students with disabilities • Design regular education lesson plans with appropriate accommodations and modifications

6. Courses Prior to ST EDU 329 Secondary Programming EDU 350 Technology/Materials EDU 321 General/Characteristics EDU 332 Assessment EDU 340 Behavior/Classroom Management EDU 380 Elementary Programming

7. EDU 329: Characteristics and Educational Programming for Secondary Students with LBD • Preparing for instructional and transition components of PRAXIS • Knowledge: transition planning process and content (PRAXIS #0353) • Scenarios: planning for student needs (PRAXIS #0542) • Needs of adolescents with LBD • Social-emotional issues at the secondary level • Academic Content • Learning strategies, study and organization skills • Content instruction and strategies • Secondary and post-secondary options and transition • Secondary level general curriculum and service delivery • Individual graduation/transition planning • College, training, employment, and living arrangements options

8. EDU 350: Instructional Materials, Technology and Community Resources in LBD • Preparing for technology components of the PRAXIS • Knowledge: assistive technology devices and services (#0353) • Scenarios: describing technology to meet student needs (#0542) • Applications of technology and materials • Universal Design for Learning (UDL) • Designing for a variety of learning needs • Including technology in lesson plans to address individual needs • Instructional • Assistive • Community resources • Materials and technology resources

9. EDU 321: Characteristics of Students with LBD • Preparation for the LBD Core Content PRAXIS #0353 • Knowledge: Review of all disability areas and IDEA (from EDU 315) • Self-assessment and study for PRAXIS #0353 • Eligibility, IEP’s and learning needs • IDEA and Kentucky eligibility criteria • Learning difficulties and instructional implications • IEP development • Forms and procedures for maintaining caseload records • Individualizing instruction based on learning needs • Specific accommodations in lesson plans and assessments • Research-based strategies and instructional methods used by special educators • Designing and implementing effective lesson plans

10. EDU 332: Education Evaluation Techniques • Preparing for assessment components of PRAXIS • Knowledge: formal and informal assessments (PRAXIS #0353) • Scenarios: interpreting evaluation results for instruction (PRAXIS #0542) • Formal (standardized) educational assessment • Interpreting and using results of group and individual standardized tests • Administering and scoring individual academic assessments (subtests) • Eligibility determinations for special education • Planning and techniques used by the IEP team • Informal assessment for instructional planning • Approaches in oral language, reading, writing, spelling, math • Continuous progress monitoring, graphing and reporting • Assessing individual performance on lesson and unit objectives

11. EDU 340: Classroom-Behavior Management for Students with LBD • Preparing for social/behavior components of the PRAXIS • Knowledge: behavioral terminology and techniques (PRAXIS #0353) • Scenarios: IEP behavioral goals and strategies • Positive behavior supports • School/class-wide expectations and approaches • Social skills development and lesson planning • High-structure classroom management • Organization and strategies for groups of students with challenging behaviors • Eligibility and IEP implications • EBD criteria, contrasted with other behavioral challenges • Behavior intervention • Functional behavioral assessment • Individual intervention plans, data collection, progress • Interagency supports

12. EDU 380: Educational Programming for Elementary Students with LBD • Preparing for the instructional components of PRAXIS • Knowledge: research-based instructional methods (PRAXIS #0353) • Scenarios: describing instruction to meet student academic needs (PRAXIS #0542) • Academic content areas • Research-based strategies and methods in oral language, reading, writing, spelling, math • Materials, commercial programs, and software useful in providing specially designed instruction • Basic skills lesson plans • Early childhood • Early intervention and infant-toddler programs • Preschool special education • IFSP’s and early childhood transition

13. EDU 390: Exceptional Children in Regular EducationStudent Teaching Semester • Preparation for Checkpoint 3 • Development of final LBD pieces for the final portfolio • Collaboration • Collaborative/co-teaching models • Collaboration with related services personnel • Collaboration plans for individual students • Applications in SDI (specially designed instruction) • Individualized lesson plans • Research-based strategies • Assistive and instructional technology