This course meets Florida state standards for teaching students with disabilities. For more information on this requirement, please click here.
This course is designed for all educators and related providers who work with students diagnosed with learning disabilities, attention deficits (with or without hyperactivity), developmental delays, behavior problems or other distinctive disorders. Participants will gain understanding of students with Dyslexia, Autism Spectrum Disorder (ASD) and various other disabilities. Federal laws will be explored: IDEA, Every Student Success Act (previously known as No Child Left Behind), and Section 504 of the Rehabilitation Act of 1973, along with many required applications of these laws to the classroom. Participants will develop a clinical eye toward all students (with or without an IEP) and will be able to apply classroom accommodations, developmental teaching techniques and designed modifications. Each participant will have the option to organize and complete a case study based on one selected student. Participants will learn how to be diagnostic educators by reviewing student’s symptoms and test scores and customize an educational plan that will accommodate that student's weakness. Each module presents various activities, learning strategies, and curriculum adaptations. Participants will accumulate a portfolio of tools and strategies they can bring back to their classrooms to maximize learning for all of their students.
Carlow University ED 609 • Madonna University EDU 5960.16 • Notre Dame College ED 615 D • The College of Saint Rose EDC 684
The required text for this course is Commonsense Methods for Children with Special Educational Needs, 8th Edition by Peter Westwood.
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
Session/Module 1: Special Education in the Classroom
Objective: To introduce the history of special education including regulations and developments; to define the role of classroom teachers within those parameters
Session/Module 2: Eligibility for Special Ed. Services and Possible Categories Therein
Objective: To outline procedures that identifies and assists students with special needs; to review all categories of disabilities
Session/Module 3: Learning Disabilities
Objective: To review the study of learning disabilities; to allow educators opportunities as diagnosticians
Successful reading programs for learning disabled students
Session/Module 4: Behavior Problems in the Classroom
Objective: To introduce the full gamut of behavior problems and facilitate plans for improvements
Session/Module 5: Autism and Other Distinctive Disorders
Objective: To review and distinguish the difference between Autism and other forms of PPD; to outline a plan for a student case study
Session/Module 6: The Referral Process
Objective: To provide a timeline for making referrals and establishing criteria within that timeline
Session/Module 7: Every Student Succeed Act (Replaced No Child Left Behind Law)
Objective: To introduce regulations and provisions of NCLB; to review changing roles and accountability for all educators
Session/Module 8: Adapting/Modifying Curriculum
Objective: To provide educators with plans and strategies for modifying curriculum of all special needs students
Session/Module 9: Building Partnerships
Objective: To strategize opportunities for cooperative partnerships that will strengthen and support all educators
Session/Module 10: Becoming Advocates
Objective: To offer opportunities for educators to become clinicians and advocates for all students
Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.