The special education/inclusion minor will lead to an “adaptive education” license, which means the holder of a regular education license will also be certified to address Children with Disabilities (CWD) in the “general” education classroom. Holders of this license are eligible to begin the UW-Platteville Cross-Categorical Special Education licensure program. This is a graduate-level program which is competency-based rather than course-based.
It is recommended that courses in this program be taken in the following set sequence that begins each fall semester.
|
| TCHG 4730/6730 |
Working with Families of Children with Disabilities (CWD) – This course enables teachers and other professionals to provide parents and other family members with the knowledge and skills to become full partners in the educational process by learning advocacy and communication techniques. (2 credits) |
| TCHG 4830/6830 |
Strategies for Effective Inclusion – This course is designed to help the future/current general education teachers to meet the needs of students with disabilities who are in general education classrooms. This class is designed to increase the comfort level, skill level, and confidence level of teachers with this work. (3 credits) |
|
| TCHG 4420/6420 |
Oral Language and Emergent Literacy – The development of communication, acquisition of language, development of phonology, structure of language, dialect variations, how language is acquired, assessment of language and communication skills, and classroom approaches to oral language development. (Field experience: 30 hours) (3 credits) |
| TCHG 4630 |
Learning and Language Disorders – Course will review pre-kindergarten/kindergarten through young adult development and identification with children with disabilities (CWD); emphasize diagnosis and remediation of learning disorders through a special education approach; study of appropriate learning environments. (3 credits) |
|
| TCHG 4150 |
Assessing Students with Special Needs – A survey of educational testing with emphasis on the evaluation, administration, interpretation, and statistical analysis of the results of formal and informal testing procedures. (3 credits) |
| COUNSLED 4600 |
Measurement for Counselors and Educators – A study of assessment devices and procedures in the areas of interest, aptitudes, intelligence and personality; plus discussion of the theoretical bases upon which such procedures and devices are founded. (3 credits) |
|
| TCHG 4030/6030 |
Management for Children with Disabilities (CWD) – This course is designed to increase awareness and ability to implement various behavior management and instructional strategies with children who have SLD/EBD. Teachers will prepare and implement an effective behavior management plan that will assist students in school, home, and community. This class will present the spectrum of intervention and social skill strategies and motivational techniques, along with guidelines for their use with children and adolescents with SLD and EBD. (3 credits) |
|
| TCHG 4120 |
Pre-Student Teaching in CWD Environment – Observation of children/youth in learning situations, participation in the learning activities of the classroom, teaching several lessons, and evaluation of teaching-learning experiences in an inclusionary environment. (2 credits) |
| TCHG 4200/6200 |
Transitions for Children with Disabilities (CWD) – This course is designed to help teachers acquire knowledge and develop skills and strategies that will make school learning more relevant to life outside of and after K-12 school. Students will study and evaluate the following areas:
- Employment/education
- Home and family
- Leisure pursuits
- Personal responsibility and relationships
- Physical/emotional health
- Community involvement
Course emphasis is on development of educational approaches and programs for children with disabilities. (3 credits) |
| Electives (3 credits required) |
| SPCH 3250 |
Interpersonal Communication – The study of human communication and relationships. Contemporary theories and basic concepts concerning interpersonal communication are covered with an emphasis on dyadic communication. (3 credits) |
| PSYC 2430 |
Cognitive Psychology – An analysis of how information about the environment is received, organized, interpreted, stored and recalled, and low these functions affect the behavioral capacities of the individual. (3 credits) |
| PSYC 4030 |
Theories of Personality – The views of leading personality theorists regarding such central issues as the organization of normal personality, its development and dynamics, socialization, description, assessment, and understanding. (3 credits) |
| PSYC 4430 |
Abnormal Psychology – Psychology of abnormal behavior; biological and social factors in the genesis of behavioral, emotional, and personality disorders. Brain disorders, psychoses, and substance abuse are also presented and discussed. (3 credits) |
| PSYC 4630 |
Introduction to Counseling and Psychotherapy – |
| SOC 2330 | Contemporary Social Problems – An overview of the causes, consequences and potential solutions of modern social issues and problems such as majority-minority relations, sex roles and deviance, population, resources, crime, war and peace, unemployment and economic disruption; consideration of the place of social planning. (3 credits) |
| SOC 3630 |
Sociology of the Family – The family as a social system with emphasis on culture, group processes, and institutions interacting with the nuclear and alternate types of family. (3 credits) |
| CED 4630 |
Introduction to Professional Counseling – An exploration of the historical, psychological, sociological, and philosophical foundations of the helping professions. Perspectives on the educational process, adult and special needs populations are addressed. (3 credits) |
| PE 3430 |
Teaching Exceptional Children in Physical Education – Knowlege provided regarding conditions which impede psychomotor functioning. A generic approach to adapting physical education to the needs of special populations. Information on assessment and IEP formation provided. (3 credits) |
| PE 3830 |
Perceptual Motor Development – An analysis of how we gain an awareness of the external world by the organization of sensory data. The traditional problems of perception are explored along with theoretical approaches to these problems. (2 credits) |
| TCHG 3730 |
Guidance, Assessment and Instruction in Early Childhood – Guidance, social-emotional adjustment, developmental assessment effective teaching strategies, classroom management techniques, and continuity of learning experiences. Review and critique of authentic and standardized assessment instruments for both formative and summative evaluation and report to parents. (4 credits) |
|