Plan of Study – MAT Learning Disabilities**

Note: A Semester Hour (s.h.) is a unit of academic credit representing an hour of class (such as lecture class) or three hours of laboratory work each week for an academic semester. Most courses are two, three or four semester hours.

Learning Disabilities: MAT

Program Requirements (Minimum of 38 semester hours required.)

Education Foundation Core (Minimum of 6 semester hours required.)

EDU 5050/5070 Option (Choose from: EDU 5050 or EDU 5070.)

EDU 5050 American Education: Historical, Social, and Political Perspectives (3 s.h.)

A focus on the historical events, ideological controversies, and political and social forces that have shaped the American education system from the colonial period to the present. Designed to develop in educational leaders an understanding of the relationship between schooling and society.

EDU 5070 Schooling in Comparative and International Perspectives (3 s.h.)

Provides an overview of education systems and developments in selected countries; describes major similarities and differences among these systems of education; and delineates exemplary practices of some countries that may be worth emulating by others. Particular attention is given to assessing Americans education in international context, and to inquiring about developments around the world that may have important implications for the improvement of American schools.

EDU 5060 Research and Educational Practice (3 s.h.)

A focus on the knowledge and skills needed by educators to understand, evaluate, and use research. Critical analysis of the major principles of teaching and classroom learning. Applying research skills to researching and critically analyzing recent trends and traditional theories in the field of education.

Special Education Core (Minimum of 13 semester hours required. *Undergraduate prerequisite to the special education and learning disabilities sequences: EDU 3300, The Exceptional Learner in the Classroom.)

SED 5330 Transition Planning Issues and Practices (3 s.h.)

The legal basis and practices of transition planning, articulating both philosophical and pragmatic concerns. Given the unique needs of students with disabilities in light of the demands posed by various curriculum areas, situations, and settings, course participants acquire skills and techniques designed to help students experience less dependence on care givers and greater independence in school settings and the broader community.

SED 5500 Methods of Teaching Students with Mild Disabilities (3 s.h.)

Overview and analysis of special education practices based on current learning theories and research findings related to teaching students who experience high incidence learning and behavior problems. Review of specific procedures for planning via IEPS and delivering instruction in both academic and nonacademic areas. Specific topics addressed include social skills development, prevocational and vocational training, general curriculum modification, and accommodation strategies.

SED 6090 Formative and Summative Assessment for Instruction (4 s.h.)

Application-oriented, hands-on experience in the use of formative and summative assessments to facilitate the creation of evidence-based instructional practices and their impact on specialized strategies for students with special needs. Examination of the purpose, statistical foundations, and application of assessment results within the context of instructional design and teacher growth.

SED 6220 Consultation and Collaboration (3 s.h.)

An overview of the staff and parent interaction roles and responsibilities of the teacher consultant in inclusive settings. The distinct and differentiating characteristics of consultation and collaboration are delineated, and extensive guided practice opportunities are afforded to students in both areas. Inter-agency collaboration strategies are presented and students review and discuss selected pieces of broader ranging organizational change literature.

Lrn Disabilities Sequence (Minimum of 12 semester hours required. *Undergraduate prerequisite to the special education and learning disabilities sequences: EDU 3300, The Exceptional Learner in the Classroom.)

LD 5350 Psychological Issues in Learning Disabilities (3 s.h.)

Review of current psychological research on P-12 grade students with learning disabilities in speech/language, academic skills, attention, fine motor skills, and other functions. Emphasis on stage-related issues in several developmental domains: neurological, cognitive, and socio-emotional. Implications for development and learning are considered within the contexts of culture/ethnicity, family systems, and gender. Psychologically-based service delivery models for teaching and related professions are also discussed.

LD 5450 Learning Disabilities (3 s.h.)

An introduction to the field of learning disabilities: the historical development of the field and theoretical models of learning disabilities; current definitions of learning disabilities which address the etiological factors and characteristics associated with the condition; the components of the IEP document, including associated regulatory mandates; research findings regarding service delivery models; and program interventions currently used in public and private schools for learning disabled students.

LD 5720 Diagnostic and Remedial Techniques in Reading (3 s.h.)

Study of methods of assessment and remediation of reading problems and the causes and correlates of reading disabilities. Emphasis placed on informal testing procedures, planning for instruction, and implementing and evaluating remedial programs for students with disabilities.

LD 6010 Language Problems in the Learning Disabled Student (3 s.h.)

Key concepts and essential framework for understanding language development and language learning disorders in the learning disabled population. Emphasis on identifying language disorders, analyzing patterns of language deficits, and determining appropriate intervention strategies and approaches. Specific intervention procedures tailored to patterns of language impairment are presented. Special emphasis on the interrelatedness of disorders of spoken (listening and speaking) and written (reading and writing) language development and disorders.

Student Teaching or Pract (Minimum of 5 semester hours required.)

LD 6500 or LD 6700 & 6720 (Choose from: LD 6500 or both LD 6700 and LD 6720.)

LD 6500 Student Teaching: Learning Disabilities (5 s.h.)

Required when LD is the initial special education endorsement. Student teachers apply theory to practice with a focus on instructional planning and implementation, formal and informal assessments, behavioral assessments and supports, and collaborative partnerships with parents and allied service providers. 300 hours of professional field experience required. Prerequisite: admission to student teaching. To be taken with the learning disabilities seminar, LD 6930.

LD 6700 LD Practicum I (2 s.h.)

Required when the LD endorsement candidate has prior special education endorsement(s). Applying theory to practice, emphasizing academic and behavioral assessments, instructional planning and implementation, and professional competencies of special education teachers. Students complete 90 hours of practice in each of LD 6700 and LD 6720. Prerequisite: admission to student teaching. To be taken with the learning disabilities seminar, LD 6930.

LD 6720 LD Practicum II (2 s.h.)

LD 6930 Learning Disabilities Seminar (1 s.h.)

Seminar to support students as they practice and integrate teaching behaviors stemming from “best practice” and empirical research. Students are given opportunities to evaluate and reflect on the effectiveness of their teaching in the classroom, a critical attribute of good educators. Current issues in education, special education and the field of learning disabilities are discussed in the traditional seminar format. Student critiques of associated research lay the foundation for class discussions. To be taken with LD 6500 or LD 6700-6720.

LD Research Project (Minimum of 2 semester hours required.)

LD 6960 Learning Disabilities Project (2 s.h.)

Students propose and complete a project demonstrating significant scholarly work in the field of learning disabilities, or related area of professional inquiry. The project is developed under the guidance of a member of the faculty and is necessary for completion of the Master of Arts in Teaching. Prerequisite: completion of LD specialty; taken in last year of program.