The program core comprises courses and experiences that will challenge students to become highly qualified special educators who can address the needs of a diverse population of students with mild disabilities. The core courses provide sufficient quality, intensity, and duration of experience to result in improved practice among project participants. Courses in the program core will emphasize the development of expertise in literacy instruction, skills in collaboration and inclusive education, and knowledge and skills in research-based instructional technology. Competencies in working with diverse groups of students will be infused throughout courses in the project. All courses will be taught with a focus on an application of information to teachers’ work in their rural schools.

Foundations courses. To ensure adequate background knowledge in special education, a prerequisite course, Historical Foundations and Contemporary Perspectives in Mild Disabilities, or its equivalent is required of all project participants. The course provides a historical understanding of societal perceptions and services as they relate to the education of students with mild disabilities. This course also examines contemporary issues related to identification, programming and outcomes of students with mild disabilities.

Assessment, Curriculum, and Instruction for Students with Mild Disabilities provides the foundation for examining what occurs in effective special education programs. Students will be asked to think critically about various methods available for assessing students, selecting appropriate curricula, and on teaching students at all levels of schooling. This course will include an emphasis on reading assessment and instruction and an in-depth examination of learning strategies. Moreover, the student will apply this knowledge by assessing and planning instruction for students. Evaluation in Special Education is designed to increase knowledge of trends, issues, and practices related to educational assessment with special needs children. The course will include coverage of legal issues, basic statistical concepts and test characteristics, the purpose and use of assessment for instructional planning and problem solving, and an examination of a variety of approaches to assessment. Teaching and Managing Behavior in Special Education develops students’ knowledge and skills in classroom organization and management, as well as in behavioral interventions, conflict resolution, and crisis intervention. This course prepares students to design an appropriate social curriculum.

Advanced Learning Strategies focuses on the instructional needs of adolescents with mild disabilities and prepares participants to use and develop learning strategies for their students. Strategies for teaching reading comprehension, math, and written expression are particularly emphasized in this course. Accessing Academic and Social Communities for Students with Disabilities is designed to provide teachers with information and expertise to meet the academic and social needs of the full range of students, particularly those from diverse backgrounds or in rural settings. Emphasis will be on addressing the needs of students in inclusive settings.

Collaboration and Teaming in Special Education prepares students to work effectively in schools to ensure high quality services for students with disabilities. Students learn collaboration skills, effective advocacy methods, and the roles of the many professionals involved in service provision in special education. Families and Transition for Students with Disabilities focuses on families and transition for students with mild disabilities. Students will be asked to think critically about components and interrelationship of family systems and transition planning, particularly in a culturally diverse or rural setting. Information on issues and practices related to taking a family systems perspective and a family centered approach to working with children and youth with disabilities will be provided. This course will include strategies for fostering individual and family self-determination, planning for student outcomes, and supporting families.

Language and Literacy Focus courses. Although language and literacy issues are infused throughout the curriculum, several courses focus on these issues to ensure students develop depth in their understanding. Intervention for Language and Learning Disabilities enhances students’ understanding of language development and disorders and the impact of language on learning. The focus is on classroom-based strategies for promoting language and literacy development for students with disabilities and other struggling students. Participants learn strategies for effective vocabulary instruction and methods for developing phonological and morphological awareness. Participants conduct structured observations of students with language impairments and English language learners in classroom settings to better understand the role of language in the classroom. Reading Assessment and Intervention for Students with Disabilities will develop participants’ understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices in the prevention and remediation of reading disabilities. This course will include an examination of current reading theory and research and its implications for assessment, instruction, and intervention for students at risk for or experiencing reading failure. Participants will learn strategies for effective decoding, fluency, and comprehension instruction. This course also includes a literacy tutoring field experience. Reading Disabilities: Advanced Study is designed to help students develop a deeper understanding of the reading process and reading disabilities and how to help struggling students. The course emphasizes the application of evidence-based practices in school settings. Participants will develop effective models for individualized and small-group instruction to address a variety of complex literacy difficulties. This course will also prepare students to serve as literacy consultants within their schools. Issues in Bilingual and Multicultural Special Education provides an overview of issues related to cultural and linguistic diversity among students with disabilities and their families. The focus of this course is on providing school related professional information related to cultural competence including: (a) population demographics, (b) self-awareness of culture and bias, (c) learning differences of students with disabilities who come from diverse backgrounds, (d) strategies for developing multicultural and anti-biased curriculum, (e) effective strategies for assessing and teaching English Language Learners (ELL) students, and (f) understanding families from diverse linguistic or cultural backgrounds.

Field Experiences. Most of the courses in this project have a classroom-based component, but to ensure that all students are able to apply what they have learned, a 100-hour field experience, Research Practicum in Special Education, is required. This field experience requires students to examine problems of practice, to apply education research, and to explore new methods in their own classrooms with the support of university faculty. The focus of the field experience is on language and literacy instruction and it is designed to promote classroom inquiry and teachers’ examination of their own practices through action research. Students with no prior teaching experience will also be required to complete a 300-hour internship, as well as a host of other prerequisite coursework.

In addition to these core courses, students may select from courses in other academic departments to address individual needs and interests. Participants will also be encouraged to participate in research projects through Independent Study with faculty in an area of shared interest. A minimum of 36 credit hours is required for completion of the master’s degree.

The delivery of project courses will be designed with the needs of the full-time practicing teacher in mind. Course instructors will employ instructional strategies that have been demonstrated to be effective in advanced professional education, including demonstration and modeling, case methods, observation and practice, microteaching and small-group discussion (Merseth, 1996; Sexton et al., 1996). Access to UF faculty and expansive resources will enhance participants' opportunities for learning. To allow for full participation from classroom teachers, course meetings will be scheduled in the evenings, on weekends, and during the summer, and fieldwork may take place in participant’s own classrooms or schools. In addition, courses will be offered in whole or in part through judicious use of telecommunications technology, such as course web sites, e-mail, and chat rooms. Whenever possible, class meetings will be held in off-campus locations that are more accessible to participants.

Course Sequence .doc | .pdf