| EDU 555 Meeting Diverse Learning Needs in the Inclusive Classroom |
3 credits |
This course is designed to help regular classroom teachers learn how to adapt, adopt, and/or create classroom instruction and materials to meet a variety of needs pertinent to P-12 inclusive classrooms. These adaptations must support curricular goals, assessment methods, and instructional strategies in such a way as to improve P-12 student learning. Since funding for new materials can represent a significant challenge for teachers, effective grant writing will also be included in this course. Multicultural concerns, brain-based learning, multiple intelligences, exceptional needs, and diversity issues should be considered when developing these adaptations to promote learning opportunities for all students.
Not open to students who have received credit for EDU593 |
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| EDU 588 Differentiated Instruction |
3 credits |
In every classroom there is a multitude of learning needs, ability levels, and approaches to learning. In this course, you will gain many new skills in meeting the diverse needs of your students. This course serves as a foundation for classroom teachers who seek to improve their delivery of curriculum, assessment, and instruction to diverse P-12 student populations. Recent research studies on cognitive learning theories form an integral part of this course as classroom teachers are shown various methods of improving their students’ learning, including the retention and generalization of that learning over time. |
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| EDUE 550 Curriculum Development and Design |
3 credits |
Curriculum Development and Design will enable you to provide leadership to the process of curriculum development in schools, kindergarten through high school level. Topics include the professional literature and theoretical foundations of curriculum, models for curriculum development, and curriculum processes and participants. The course is designed to assist you in translating theory into practice through development of a lesson that will synthesize your learning. Prerequisite: Master's Degree
Not open to students who have received credit for EDU569 |
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| EDUE 551 Instructional Theory and Design |
3 credits |
Instructional Theory and Design explores a variety of accepted theories of instructional design as identified by key writers and researchers in this field. This course examines several teaching models common to these theories such as problem-based learning, direct instruction, and concept teaching. You will have the opportunity to select, use, and evaluate your own use of these models and develop lessons around them. Prerequisite: Master's Degree
Not open to students who have received credit for EDU532 |
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| EDUE 553 Individual Assessment of Student Performance |
3 credits |
This course examines current practices and research on effective formative and summative assessments for P - 12 classrooms. It is designed to help you explore the construction, selection and use of criterion-referenced, norm-referenced, and alternative assessment methods. Emphasis is placed on measuring and recording P-12 student learning. Prerequisite: Master's Degree
Not open to students who have received credit for EDU539 |
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| EDUE 544 Contemporary Issues in American Education |
3 credits |
(equivalent to EDU 545)This course provides an opportunity for students to investigate the influence that contemporary social issues exert on systems of formal education. In particular, students will examine change processes as they occur in education and acquire the basic skills needed to serve as agents of change in the lives of individual students, the education profession, and society at large. They will examine the ways in which current issues and agendas for change require a stable, defensible set of core values. Prerequisite: Master's Degree or Special Permission
Not open to students who have received credit for EDU545 |
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| EDUE 556 Applied Educational Research |
3 credits |
Applied Educational Research focuses on the practical application of educational research in a P12 classroom. You will explore the variety of research styles and approaches educators use to study the educational environment. Relevant research terminology, concepts, and processes are defined and then and applied to your personal research interests. Prerequisite: Master's Degree
Not open to students who have received credit for EDU602 |
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| EDUE 546 Christian Philosophy of Education |
1 credit |
| This course provides an introduction to a biblical worldview and a Christian philosophy of education. It requires students to examine the presuppositions upon which they base their personal and professional actions and behaviors, and has them develop a coherent worldview by reflecting on and answering the metaphysical, epistemological, and axiological questions. Additionally, the course leads students to develop a philosophy of education based on their worldview, and uses that philosophy to address issues relative to teaching, including the nature and potential of the student, the role of the teacher, the content of the curriculum, teaching methodology, and the social function of the school. |
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| EDUE 624 Teaching Reading & Writing to Low-Performing Students |
3 credits |
| This course explores research-based strategies that will help the low-performing reader, grades 2 – 12 develop reading and writing skills. The focus is on the scientific research of literacy and how to translate this into classroom practice. Topics include assessment, phonemes, phonemic awareness, language structure, and metacognitive approaches to instruction to remediate weak literacy skills. |
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| EDL 616 School Community Collaboration |
3 credits |
Examination of models and practices in dialogue and collaboration between the school, and home and school, and local community. Focus upon shared vision, community involvement, school community relations, utilization of community resources, power structures, institutional change, and media relations. The school administration will promote the success of all students and staff by collaborating with all stakeholder audiences in responding to diverse community interests.
Contact Ryan Small at ryan.small@indwes.edu or (800) 895-0036 x 2556 for special permission to take this course. |
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| SPECIAL NOTE: Taking any of the following EDS courses will not qualify you for special education licensure. You must enroll in the Special Education Certification Program, in or to receive licensure or an emergency permit. |
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| EDS 520 Understanding the Exceptional Needs Learner |
3 credits |
| The definition, characteristics, and methodology unique to learners with mild disabilities and the interplay between the learner, the teacher, the family, the school environment, peers, and the community are the focal points of this course. These elements are analyzed against the backdrop of federal, state, and local rules, regulations, policies, and practices that govern the provision of special education services |
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| EDS 522 Historical Perspectives of Special Education: Law, Policy & Practices |
3 credits |
| This course examines and considers the influence and impact of legislation and court cases on the provision of special education services to students with disabilities. Course content and activities center on relevant federal, state, and local procedures for implementing effective special education programs for all students. |
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| EDS 530 Diagnosing & Managing Behavior: Theory, application & Field Practice |
3 credits |
| This course examines instructional practices and methodologies that permit effective behavioral management of learners with mild disabilities in various settings. There is a focus on various techniques and methods of applied behavior analysis to both manage the behavior and the environment. Course content is integrated with practicum experiences specific to the student's course of study. |
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| EDS 532 Assessing Learning: Theory, Development & Field Practice |
3 credits |
| This course will focus on competency development in the knowledge base, construction of, and/or application of formal and informational assessment via online and K-12 classroom application learning formats. Emphasis is placed in demonstration of competence in the interpretation of assessment data and their implications in designing educational experiences for Mild Exceptional Needs learners. Appropriate K-12 Practicum activities are designed to facilitate students learning and its assessment through the creation of products and process observations that meet the objectives of this course and validate student competency in related Conceptual Framework Expectations. |
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| EDS 534 Teaching the Exceptional Needs Learner |
4 credits |
| Methods and materials which focus on educational needs of the adolescent and young adult learner with mild disabilities are the focus of this course. A variety of curriculum approaches are presented, including: functional/vocational, learning strategies, and collaborative teaching. This course also focuses on the instructional and curricular approaches that accommodate the academic, social, cognitive, communication, and physical needs of the elementary learners with disabilities. Theoretical perspectives will be the foundation for informed, knowledgeable teaching practice. |
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| EDS 540 Developmental Reading: Theory, Application, and Field Practice |
3 credits |
| This course focuses on the developmental nature of reading abilities for students with mild learning disabilities, regardless of whether those students are in a self-contained or inclusive setting. Scientifically based research is used to form the framework for various cognitive learning theories as they apply specifically to reading skills. Application of those theories is the dominant theme in classroom field settings, as candidates practice the reading strategies and cognitive sequencing taught in this course. |
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| EDS 545 Study Skills for the Exceptional Needs Learner |
3 credits |
| This course focuses on the theory and application of teaching study skills to students with exceptional learning needs. Emphasis is placed on enabling the students to learn reading, writing, and listening techniques that will be helpful to them throughout school and into their adult lives. The use of modifications and accommodations in the classroom, with regard to assignments, assessments, and materials, is highlighted through field experience and expectations. |
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