Assessment 2: Content knowledge- Required: Grades in Special Education Coursework
Description of the Assessment: This assessment includes grades for each of the courses in the Mild to
Moderate Licensure Program. . It is used to monitor candidate performance. Candidates must receive
at least a C+ or repeat the course.
Description of how this assessment specifically aligns: We recognize the issues related to use of
grades, and so have indicated the knowledge and skills statements that are the actual course objectives.
In addition, the means by which these knowledge and skill statements are assessed are listed.
A brief analysis of the data findings: Candidates tend to do very well in classes, though there is
variation among courses concerning the range of grades used. There are several potential explanations.
Different instructors use different strategies, and those who use a contractual grading system or require
mastery have large numbers of higher grades. In addition, candidates may have little background
knowledge, particularly with the emphasis on literacy learning. We are working consistently on our
rubrics in order to increase reliability. Students who have a baccalaureate degree do as well as students
who are undergraduates. Due to issues related to performance, the Clermont College program has been
closed.
An interpretation of how that data provides evidence for meeting standards. Coursework is designed
around the knowledge and skills statements. Candidates are successful on quizzes, projects, and in class
activities related to these knowledge and skills statements. In this way, candidates are successful at
meeting standards at a competency level.
Alignment and Assessment of Knowledge and Skills in Courses
Course Title /
Knowledge and Skills Statement
Description
Special Education and
the Law. Topics
associated with IDEA and
related laws. Other
topics include theories,
learner characteristics,
due process, IEP,
services, professional
ethics, and accountability
issues.
Assessment
ICC1K5
Issues in definition and identification of individuals with exceptional
learning needs, including those from culturally and linguistically diverse
backgrounds.
Quiz
GC1K1
Definitions and issues related to the identification of individuals with
disabilities.
Quiz
ICC2K5
Similarities and differences of individuals with and without exceptional
learning needs.
Quiz
ICC2K6
Similarities and differences among individuals with exceptional learning
needs.
Quiz
ICC4K1
Evidence-based practices validated for specific characteristics of learners
and settings.
Quiz/Project
GC4S1
Use research-supported methods for academic and non-academic
instruction of individuals with disabilities.
Quiz/Project
ICC5S8
Teach self-advocacy.
Quiz/Project
ICC5S11
Use the least intensive behavior management strategy consistent with the
needs of the individual with exceptional learning needs.
Quiz
GC5K1
Barriers to accessibility and acceptance of individuals with disabilities.
Quiz
ICC7K3
National, state or provincial, and local curricula standards.
Quiz
ICC7K4
Technology for planning and managing the teaching and learning
environment.
In class
ICC7K5
Roles and responsibilities of the paraeducator related to instruction,
intervention, and direct service.
Quiz
ICC7S4
Use functional assessments to develop intervention plans.
Quiz
ICC7S6
Sequence, implement, and evaluate individualized learning objectives.
Project
GC7K2
Model career, vocational, and transition programs for individuals with
disabilities.
Project/Quiz
GC7S1
Plan and implement individualized reinforcement systems and
environmental modifications at levels equal to the intensity of the
behavior.
Quiz
ICC8K2
Legal provisions and ethical principles regarding assessment of individuals.
Quiz
ICC8K3
Screening, pre-referral, referral, and classification procedures.
Quiz
ICC8K5
National, state or provincial, and local accommodations and modifications.
Quiz
ICC8S6
Use assessment information in making eligibility, program, and placement
decisions for individuals with exceptional learning needs, including those
from culturally and/or linguistically diverse backgrounds.
Quiz
ICC8S7
Report assessment results to all stakeholders using effective
communication skills.
GC8K2
Laws and policies regarding referral and placement procedures for
individuals with disabilities.
GC8K4
Procedures for early identification of young children who may be at risk for
disabilities.
ICC9K4
Methods to remain current regarding research-validated practice.
Quiz
in class
activity
ICC9S1
Practice within the CEC Code of Ethics and other standards of the
profession.
in class
activity
ICC9S2
Uphold high standards of competence and integrity and exercise sound
judgment in the practice of the professional.
in class
activity
ICC9S3
Act ethically in advocating for appropriate services.
Quiz
ICC9S4
Conduct professional activities in compliance with applicable laws and
policies.
Quiz
ICC9S5
Demonstrate commitment to developing the highest education and
quality-of-life potential of individuals with exceptional learning needs.
in class
activity
ICC9S6
Demonstrate sensitivity for the culture, language, religion, gender,
disability, socio-economic status, and sexual orientation of individuals.
ICC9S10
Access information on exceptionalities.
in class
activity
in class
activity
ICC9S12
Engage in professional activities that benefit individuals with exceptional
learning needs, their families, and one’s colleagues.
ICC9S13
Demonstrate commitment to engage in evidence-based practice.
in class
activity
in class
activity
GC9K1
Sources of unique services, networks, and organizations for individuals
with disabilities.
Project
GC9K2
Organizations and publications relevant to individuals with disabilities.
in class
activity
GC9S2
Ethical responsibility to advocate for appropriate services for individuals
with disabilities.
Quiz
Quiz
Partnerships and
Collaboration
Participants will become
familiar with the
philosophical bases and
practical application of
interacting
collaboratively with
colleagues, parents,
community members,
other professionals, and
learners. An introduction
to the concepts and
issues related to the
schooling, learning, and
instruction of individuals
who experience
significant disabilities.
ICC10K2
Roles of individuals with exceptional learning needs, families, and school
and community personnel in planning of an individualized program.
Quiz
ICC10K3
Concerns of families of individuals with exceptional learning needs and
strategies to help address these concerns.
In class
ICC10S1
Maintain confidential communication about individuals with exceptional
learning needs.
In class
ICC10S2
Collaborate with families and others in assessment of individuals with
exceptional learning needs.
In class
ICC10S3
Foster respectful and beneficial relationships between families and
professionals
In class
ICC10S4
Assist individuals with exceptional learning needs and their families in
becoming active participants in the educational team.
In class
ICC10S5
Plan and conduct collaborative conferences with individuals with
exceptional learning needs and their families.
In class
ICC10S6
Collaborate with school personnel and community members in integrating
individuals with exceptional learning needs into various settings.
In class
GC10K3
Roles of professional groups and referral agencies in identifying, assessing,
and providing services to individuals with disabilities.
In class
GC10S1
Use local community, and state and provincial resources to assist in
programming with individuals with disabilities.
In class
GC10S2
Select, plan, and coordinate activities of related services personnel to
maximize direct instruction for individuals with disabilities.
In class
GC10S4
Collaborate with team members to plan transition to adulthood that
encourages full community participation
In class
CC10K1
Models and strategies of consultation and collaboration.
Quiz
CC10K2
Roles of individuals with exceptional learning needs, families, and school
and community personnel in planning of an individualized program.
Quiz
CC10K3
Concerns of families of individuals with exceptional learning needs and
strategies to help address these concerns.
Project
CC10K4
Culturally responsive factors that promote effective communication and
collaboration with individuals with exceptional learning needs, families,
school personnel, and community members.
Project
CC10S1
Maintain confidential communication about individuals with exceptional
learning needs.
Project
ICC10S2
Collaborate with families and others in assessment of individuals with
exceptional learning needs.
Project
CC10S3
Foster respectful and beneficial relationships between families and
professionals
Project
CC10S4
Assist individuals with exceptional learning needs and their families in
becoming active participants in the educational team.
Project
CC10S5
Plan and conduct collaborative conferences with individuals with
exceptional learning needs and their families.
Project
CC10S6
Collaborate with school personnel and community members in integrating
individuals with exceptional learning needs into various settings.
Project
CC10S7
Use group problem solving skills to develop, implement and evaluate
collaborative activities.
Project
CC10S8
Model techniques and coach others in the use of instructional methods
and accommodations.
Project
CC10S9
Communicate with school personnel about the characteristics and needs
of individuals with exceptional learning needs.
Project
Assessment and
Intervention Special
topics associated with
assessment and
evaluation of learners at
risk or identified with
disabilities.
ICC10S10
Communicate effectively with families of individuals with exceptional
learning needs from diverse backgrounds.
Project
ICC10S11
Observe, evaluate and provide feedback to paraeducators.
Project
GC10K1
Parent education programs and behavior management guides that address
severe behavior problems and facilitation communication for individuals
with disabilities.
Project
GC10K2
Collaborative and/or consultative role of the special education teacher in
there integration of individuals with disabilities.
Project
GC10K3
Roles of professional groups and referral agencies in identifying, assessing,
and providing services to individuals with disabilities.
Project
GC10K4
Co-planning and co-teaching methods to strengthen content acquisition of
individuals with learning disabilities.
Project
GC10S1
Use local community, and state and provincial resources to assist in
programming with individuals with disabilities.
Project
GC10S2
Select, plan, and coordinate activities of related services personnel to
maximize direct instruction for individuals with disabilities.
Project
GC10S3
Teach parents to use appropriate behavior management and counseling
techniques.
Project
GC10S4
Collaborate with team members to plan transition to adulthood that
encourages full community participation
Project
ICC8K1
Basic terminology used in assessment.
Project
ICC8K2
Legal provisions and ethical principles regarding assessment of individuals.
ICC8K3
Screening, pre-referral, referral, and classification procedures.
Performance
assessment
Performance
assessment
Performance
assessment
ICC8K4
Use and limitations of assessment instruments.
Performance
assessment
ICC8K5
National, state or provincial, and local accommodations and modifications.
Performance
assessment
ICC8S1
Gather relevant background information.
Performance
assessment
ICC8S2
Administer nonbiased formal and informal assessments.
Performance
assessment
ICC8S3
Use technology to conduct assessments.
Performance
assessment
ICC8S4
Develop or modify individualized assessment strategies.
Performance
assessment
ICC8S5
Interpret information from formal and informal assessments.
ICC8S6
Use assessment information in making eligibility, program, and placement
decisions for individuals with exceptional learning needs, including those
from culturally and/or linguistically diverse backgrounds.
ICC8S7
Report assessment results to all stakeholders using effective
communication skills.
ICC8S8
Evaluate instruction and monitor progress of individuals with exceptional
learning needs.
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
ICC8S9
Develop or modify individualized assessment strategies.
Performance
assessment
ICC8S10
Create and maintain records.
GC8K1
Specialized terminology used in the assessment of individuals with
disabilities.
GC8K2
Laws and policies regarding referral and placement procedures for
individuals with disabilities.
GC8K3
Types and importance of information concerning individuals with
disabilities available from families and public agencies.
GC8K4
Procedures for early identification of young children who may be at risk for
disabilities.
GC8S1
Implement procedures for assessing and reporting both appropriate and
problematic social behaviors of individuals with disabilities.
GC8S2
Use exceptionality-specific assessment instruments with individuals with
disabilities.
GC8S3
Select, adapt and modify assessments to accommodate the unique abilities
and needs of individuals with disabilities.
GC8S4
Assess reliable methods(s) of response of individuals who lack typical
communication and performance abilities.
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
Performance
assessment
Language Development
This course is a survey of
language development,
including factors
influencing development
and learning, effects of
disabilities on language
development and
learning, and the
relationship of language
and literacy emergent
through adolescence.
The role of cultural
diversity and limited
English proficiency will
also be discussed.
GC8S5
Monitor intragroup behavior changes across subjects and activities.
ICC6K1
Effects of cultural and linguistic differences on growth and development.
Exams
ICC6K2
Characteristics of one’s own culture and use of language and the ways in
which these can differ from other cultures and uses of languages.
Activities
ICC6K3
Ways of behaving and communicating among cultures that can lead to
misinterpretation and misunderstanding.
Quiz
ICC6K4
Augmentative and assistive communication strategies.
Quiz
ICC6S1
Use strategies to support and enhance communication skills of individuals
with exceptional learning needs.
Quiz
ICC6S2
Use communication strategies and resources to facilitate understanding of
subject matter for students whose primary language is not the dominant
language.
Quiz
GC6K1
Impact of language development and listening comprehension on
academic and non-academic learning of individuals with disabilities.
Quiz
GC6K2
Communication and social interaction alternatives for individuals who are
nonspeaking.
Quiz
GC6K3
Typical language development and how that may differ for individuals with
learning disabilities.
Quiz
GC6S1
Enhance vocabulary development.
Quiz
GC6S2
Teach strategies for spelling accuracy and generalization.
Quiz
Teaching Reading and
writing in the content
areas Seminar course
covering specific topics
for reading in the
content
Management of
Challenging Behavior
Foundations of
theoretical and
behavioral models, with
special focus on positive
behavioral support,
functional assessments,
and behavior support
plans.
GC6S3
Teach individuals with disabilities to monitor for errors in oral and written
language.
Quiz
GC6S4
Teach methods and strategies for producing legible documents.
Quiz
GC6S5
Plan instruction on the use of alternative and augmentative
communication systems.
Quiz
GC6K1
Impact of language development and listening comprehension on
academic and non-academic learning of individuals with disabilities.
GC6S1
Enhance vocabulary development.
Performance
assessment
Performance
assessment
GC6S2
Teach strategies for spelling accuracy and generalization.
Performance
assessment
GC6S3
Teach individuals with disabilities to monitor for errors in oral and written
language.
Performance
assessment
GC6S4
Teach methods and strategies for producing legible documents.
Performance
assessment
GC6K2
Communication and social interaction alternatives for individuals who are
nonspeaking.
Project
GC6K3
Typical language development and how that may differ for individuals with
learning disabilities.
Project
GC6S1
Enhance vocabulary development.
Project
GC6S2
Teach strategies for spelling accuracy and generalization.
Project
GC6S3
Teach individuals with disabilities to monitor for errors in oral and written
language.
Project
GC6S4
Teach methods and strategies for producing legible documents.
Project
ICC5S6
Use performance data and information from all stakeholders to make or
suggest modifications in learning environments.
Project
ICC5S7
Establish and maintain rapport with individuals with and without
Project
ICC5S10
Use effective and varied behavior management strategies.
Quiz
ICC5S11
Use the least intensive behavior management strategy consistent with the
needs of the individual with exceptional learning needs.
Quiz
ICC5S12
Design and manage daily routines.
Quiz
ICC5S15
Structure, direct, and support the activities of paraeducators, volunteers,
and tutors.
Quiz
ICC5S16
Use universal precautions.
Quiz
GC5K2
Adaptation of the physical environment to provide optimal learning
opportunities for individuals with disabilities.
Project
GC5S5
Use skills in problem solving and conflict resolution.
Quiz
GC5S6
Establish a consistent classroom routine for individuals with disabilities.
Quiz
GC7K3
Interventions and services for children who may be at risk for learning
disabilities.
Quiz
ICC8K3
Screening, pre-referral, referral, and classification procedures.
Quiz
ICC8K5
National, state or provincial, and local accommodations and modifications.
Quiz
ICC8S4
Develop or modify individualized assessment strategies.
Quiz
GC9K1
Sources of unique services, networks, and organizations for individuals
with disabilities.
Project
GC9K2
Organizations and publications relevant to individuals with disabilities.
Quiz
ICC10K3
Concerns of families of individuals with exceptional learning needs and
strategies to help address these concerns.
Quiz
ICC10S9
Communicate with school personnel about the characteristics and needs of
individuals with exceptional learning needs.
Project
ICC10S10
Communicate effectively with families of individuals with exceptional
learning needs from diverse backgrounds.
Project
GC10S1
Phonics I and II
Literacy Principles and
Practices
Curriculum Introduction
to concepts and issues
related to individual
learning differences and
appropriate
programming.
Use local community, and state and provincial resources to assist in
programming with individuals with disabilities.
This course is part of the Ohio reading mandate and addresses the Ohio
Reading Standards.
Project
This course is part of the Ohio reading mandate and addresses the Ohio
Reading Standards.
CC1K1
Models, theories, philosophies, and research methods that provide the
basis for special education practice.
Quiz
ICC1K5
Issues in definition and identification of individuals with exceptional
learning needs, including those from culturally and linguistically diverse
backgrounds.
Quiz
ICC1K10
Potential impact of differences in values, languages, and customs that can
exist between the home and school.
Quiz
GC1K1
Definitions and issues related to the identification of individuals with
disabilities.
Quiz
ICC3K5
Differing ways of learning of individuals with exceptional learning needs
including those from culturally diverse backgrounds and strategies for
addressing these differences.
Quiz
ICC2K3
Characteristics and effects of the cultural and environmental milieu of the
individual with exceptional learning needs and the family.
Quiz
ICC2K5
Similarities and differences of individuals with and without exceptional
learning needs.
Quiz
ICC2K6
Similarities and differences among individuals with exceptional learning
needs.
Quiz
GC2K4
Psychological and social-emotional characteristics of individuals with
disabilities.
Quiz
ICC4K1
Evidence-based practices validated for specific characteristics of learners
and settings.
Quiz
ICC4S1
Use strategies to facilitate integration into various settings.
Quiz
ICC4S3
Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.
Quiz
GC4K3
Advantages and limitations of instructional strategies and practices for
teaching individuals with disabilities.
Quiz
GC4K4
Prevention and intervention strategies for individuals at-risk for a disability.
Quiz
GC4S1
Use research-supported methods for academic and non-academic
instruction of individuals with disabilities.
Quiz
GC4S3
Teach learning strategies and study skills to acquire academic content.
Quiz
GC4S4
Use reading methods appropriate to individuals with disabilities.
Quiz
GC4S5
Use methods to teach mathematics appropriate to the individuals with
disabilities.
Quiz
GC4S6
Modify pace of instruction and provide organizational cures.
Quiz
GC4S11
Use instructional methods to strengthen and compensate for deficits in
perception, comprehension, memory, and retrieval.
Quiz
GC4S12
Use responses and errors to guide instructional decisions and provide
feedback to learners.
Quiz
Instructional Strategies
Instructional strategies
for students with mild to
moderate educational
needs.
ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with
exceptional learning needs.
Quiz
ICC5K8
Ways to create learning environments that allow individuals to retain and
appreciate their own and each others’ respective language and cultural
heritage.
Quiz
ICC5K9
Ways specific cultures are negatively stereotyped.
Quiz
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in
which diversities are valued.
Quiz
ICC5S3
Identify supports needed for integration into various program placements.
Project
ICC5S4
Design learning environments that encourage active participation in
individual and group activities.
Project
ICC5S13
Organize, develop, and sustain learning environments that support positive
intracultural and intercultural experiences.
Quiz
ICC5S14
Mediate controversial intercultural issues among students within the
learning environment in ways that enhance any culture, group, or person.
Project
GC5K2
Adaptation of the physical environment to provide optimal learning
opportunities for individuals with disabilities.
Project
GC5K3
Methods for ensuring individual academic success in one-to-one, smallgroup, and large-group settings.
Project
GC5S3
Plan instruction in a variety of educational settings.
Project
GC5S4
Teach individuals with disabilities to give and receive meaningful feedback
from peers and adults.
Project
ICC7K5
Roles and responsibilities of the paraeducator related to instruction,
intervention, and direct service.
Quiz
ICC7S4
Use functional assessments to develop intervention plans.
Quiz
ICC7S11
Prepare and organize materials to implement daily lesson plans.
Quiz
ICC7S15
Evaluate and modify instructional practices in response to ongoing
assessment data.
Quiz
GC7K3
Interventions and services for children who may be at risk for learning
disabilities.
Quiz
ICC8K5
National, state or provincial, and local accommodations and modifications.
Quiz
GC8K2
Laws and policies regarding referral and placement procedures for
individuals with disabilities.
Quiz
ICC9S5
Demonstrate commitment to developing the highest education and
quality-of-life potential of individuals with exceptional learning needs.
Quiz
CC1K1
Models, theories, philosophies, and research methods that provide the
basis for special education practice.
Performance
assessment
ICC1K5
Issues in definition and identification of individuals with exceptional
learning needs, including those from culturally and linguistically diverse
backgrounds.
Performance
assessment
ICC1K10
Potential impact of differences in values, languages, and customs that can
exist between the home and school.
Performance
assessment
GC1K1
Definitions and issues related to the identification of individuals with
disabilities.
Performance
assessment
ICC2K3
Characteristics and effects of the cultural and environmental milieu of the
individual with exceptional learning needs and the family.
Performance
assessment
ICC2K5
Similarities and differences of individuals with and without exceptional
learning needs.
Performance
assessment
Reading and Writing I
and II
ICC2K6
Similarities and differences among individuals with exceptional learning
needs.
Performance
assessment
GC2K4
Psychological and social-emotional characteristics of individuals with
disabilities.
Performance
assessment
ICC3K5
Differing ways of learning of individuals with exceptional learning needs
including those from culturally diverse backgrounds and strategies for
addressing these differences.
Performance
assessment
ICC4K1
Evidence-based practices validated for specific characteristics of learners
and settings.
Performance
assessment
ICC4S1
Use strategies to facilitate integration into various settings.
Performance
assessment
ICC4S3
Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.
Performance
assessment
GC4K3
Advantages and limitations of instructional strategies and practices for
teaching individuals with disabilities.
Quiz
GC4K4
Prevention and intervention strategies for individuals at-risk for a disability.
Quiz
GC4K6
Methods for increasing accuracy and proficiency in math calculations and
applications.
Quiz
GC4S1
Use research-supported methods for academic and non-academic
instruction of individuals with disabilities.
Quiz
GC4S3
Teach learning strategies and study skills to acquire academic content.
Quiz
GC4S4
Use reading methods appropriate to individuals with disabilities.
Quiz
GC4S5
Use methods to teach mathematics appropriate to the individuals with
disabilities.
Quiz
ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with
exceptional learning needs.
Quiz
ICC5K8
Ways to create learning environments that allow individuals to retain and
appreciate their own and each others’ respective language and cultural
heritage.
Quiz
ICC5K9
Ways specific cultures are negatively stereotyped.
Quiz
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in
which diversities are valued.
Quiz
ICC5S4
Design learning environments that encourage active participation in
individual and group activities.
Quiz
GC5K2
Adaptation of the physical environment to provide optimal learning
opportunities for individuals with disabilities.
Quiz
GC5K3
Methods for ensuring individual academic success in one-to-one, smallgroup, and large-group settings.
Quiz
GC5S3
Plan instruction in a variety of educational settings.
Quiz
GC5S4
Teach individuals with disabilities to give and receive meaningful feedback
from peers and adults.
Quiz
ICC7S4
Use functional assessments to develop intervention plans.
Quiz
ICC7S8
Develop and select instructional content, resources, and strategies that
respond to cultural, linguistic, and gender differences.
Quiz
GC7K4
Relationships among disabilities and reading instruction.
Quiz
ICC9S6
Demonstrate sensitivity for the culture, language, religion, gender,
disability, socio-economic status, and sexual orientation of individuals.
Quiz
GC4S1 Use research-supported methods for academic and non-academic
instruction of individuals with disabilities.
Group and
individual
projects
GC4S2 Use strategies from multiple theoretical approaches for individuals
with disabilities.
GC4S4 Use reading methods appropriate to individuals with disabilities.
GC7K4 Relationships among disabilities and reading instruction.
GC7S2 Select and use specialized instructional strategies appropriate to the
abilities and needs of the individual.
GC7S3 Plan and implement age and ability appropriate instruction for
individuals with disabilities.
GC7S2 Select and use specialized instructional strategies appropriate to the
abilities and needs of the individual.
Augmentative
Communication
Integration of principles
of language
development with
principles of
augmentative
communication.
Creating a Learning
Environment Creating
a learning environment
for classrooms with a
special focus on the
challenging learner
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
ICC7K4
Technology for planning and managing the teaching and learning
environment.
In class
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in
which diversities are valued.
Quiz
ICC5S4
Design learning environments that encourage active participation in
individual and group activities.
Quiz
GC5K2
Adaptation of the physical environment to provide optimal learning
opportunities for individuals with disabilities.
Quiz
GC5K3
Methods for ensuring individual academic success in one-to-one, smallgroup, and large-group settings.
CC1K1
Models, theories, philosophies, and research methods that provide the
basis for special education practice.
ICC1K5
Issues in definition and identification of individuals with exceptional
learning needs, including those from culturally and linguistically diverse
backgrounds.
ICC1K10
Potential impact of differences in values, languages, and customs that can
exist between the home and school.
GC1K1
Definitions and issues related to the identification of individuals with
disabilities.
ICC2K3
Characteristics and effects of the cultural and environmental milieu of the
individual with exceptional learning needs and the family.
ICC2K5
Similarities and differences of individuals with and without exceptional
learning needs.
ICC2K6
Similarities and differences among individuals with exceptional learning
needs.
GC2K4
Psychological and social-emotional characteristics of individuals with
disabilities.
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
Group and
individual
projects
ICC3K5
Differing ways of learning of individuals with exceptional learning needs
including those from culturally diverse backgrounds and strategies for
addressing these differences.
Group and
individual
projects
ICC4K1
Evidence-based practices validated for specific characteristics of learners
and settings.
Group and
individual
Quiz
Group and
individual
projects
projects
ICC4S1
Use strategies to facilitate integration into various settings.
Group and
individual
projects
ICC4S3
Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.
Group and
individual
projects
GC4K3
Advantages and limitations of instructional strategies and practices for
teaching individuals with disabilities.
Quiz
GC4K4
Prevention and intervention strategies for individuals at-risk for a disability.
Quiz
GC4K6
Methods for increasing accuracy and proficiency in math calculations and
applications.
Quiz
GC4S1
Use research-supported methods for academic and non-academic
instruction of individuals with disabilities.
Quiz
GC4S3
Teach learning strategies and study skills to acquire academic content.
Quiz
GC4S4
Use reading methods appropriate to individuals with disabilities.
Quiz
GC4S5
Use methods to teach mathematics appropriate to the individuals with
disabilities.
Quiz
ICC5K4
Teacher attitudes and behaviors that influence behavior of individuals with
exceptional learning needs.
Quiz
ICC5K8
Ways to create learning environments that allow individuals to retain and
appreciate their own and each others’ respective language and cultural
heritage.
Quiz
ICC5K9
Ways specific cultures are negatively stereotyped.
Quiz
ICC5S1
Create a safe, equitable, positive, and supportive learning environment in
which diversities are valued.
Quiz
ICC5S4
Design learning environments that encourage active participation in
individual and group activities.
Quiz
GC5K2
Adaptation of the physical environment to provide optimal learning
opportunities for individuals with disabilities.
Quiz
GC5K3
Methods for ensuring individual academic success in one-to-one, smallgroup, and large-group settings.
Quiz
GC5S3
Plan instruction in a variety of educational settings.
Quiz
GC5S4
Teach individuals with disabilities to give and receive meaningful feedback
from peers and adults.
Quiz
ICC7S4
Use functional assessments to develop intervention plans.
Quiz
ICC7S8
Develop and select instructional content, resources, and strategies that
respond to cultural, linguistic, and gender differences.
Quiz
GC7K4
Relationships among disabilities and reading instruction.
Quiz
ICC9S6
Demonstrate sensitivity for the culture, language, religion, gender,
disability, socio-economic status, and sexual orientation of individuals.
Quiz
Data:
Assessment 2: Grades in Special Education Content Courses
Title
Content
2007-2008
Uptown
Clermont
Post
Bacc
Foundations of
Literacy
Survey concerning emerging literacy
and the development of reading
Instructional
Strategies
Instructional strategies for students
with mild to moderate educational
needs.
Survey of Learning
Disabilities
Introduction to concepts and issues
related to individual learning
differences
Teaching Reading
and Writing to
Students with
Disabilities I
First of a two part sequence related to
research-based practices related to
reading and writing; embedded in the
field
Teaching Reading
and Writing to
Students with
Disabilities II
Second of a two part sequence related
to research-based practices related to
reading and writing; embedded in the
field
Integration of principles of language
development with principles of
augmentative communication.
Augmentative
Communication
Creating a
Learning
Environment
Creating a learning environment for
classrooms with a special focus on the
challenging learner.
Curriculum
Planning
Curriculum planning for individuals with
learning differences, with special focus
on transitions across the life span.
Management of
Challenging
Behavior
Foundations of theoretical and
behavioral models with special focus
on positive behavioral support,
functional assessments, and behavior
support plans.
Assessment and
Evaluation
Discussion and practice of components
of effective assessment.
A
AB+
B+
A
AB+
B-
25
3
2
2
21
5
2
2
A
B
C
A
AB+
B
BC
A
A-
5
19
7
45
2
2
4
2
2
19
3
B+
1
A
AB+
B+
CC+
C
A
A--
5
4
A
AB+
B+
BA
AB
A
AB
BF
5
1
6
2
1
8
4
1
18
3
1
1
1
A
2
A
2
A
B
9
1
A
2
13
8
3
3
2
2
2
A
B
4
2
A
24
A
AB+
B+
A
AB+
22
6
7
30
1
6
B
C+
2
0
1
1
B
7
A
AB+
29
3
1
A
AB+
B
9
3
1
1
I
1
Language
Development
A survey of language development in
children; factors influencing language
development and learning; effectives of
disabilities and other conditions on
language development and teaching.
Overview of
Mild/Moderate
Disabilities
Develop in depth knowledge base in
characteristics of learning through
reflection, critical analysis, and
synthesis.
Special Education
and the Law
Topics associated with IDEA and
related laws. Other topics include
theories, learner characteristics, due
process, IEP, services, professional
ethics, accountability issues.
Phonics I
Phonics II
This course is designed to provide
research-ased and historical/cultural
information about the teaching and
learning of phonetics, phonics, word
study, and spelling in relation to
developing learners and a total reading
program.
This course continues the study of
research-based and historical/cultural
aspects of teaching and learning of
phonetics, phonics, word study, and
spelling in relation to developing
learners and a total reading program.
A
AB+
B
B-
9
9
9
2
3
A
AB
C
A
29
A-
4
B
1
0
3
B
1
C
1
A
AB+
B+
25
23
5
2
A
7
A
AB+
B+
30
2
2
2
B-
2
A
A
49
A
AB+
B+
C
CC-
4
4
2
2
2
2
AB+
9
4
1
1
3
5
2
1
Assessment 2: Grades in Special Education Content Courses
Title
Content
2008-2009
Uptown
Foundations of
Literacy
Instructional
Strategies
Survey concerning emerging literacy
and the development of reading
Instructional strategies for students
with mild to moderate educational
needs.
Survey of Learning
Disabilities
Introduction to concepts and issues
related to individual learning
differences
Teaching Reading
and Writing to
Students with
First of a two part sequence related to
research-based practices related to
reading and writing; embedded in the
A
B
C
D
A
B
C
A
B
C
A
AB+
2
1
1
1
26
3
2
9
12
4
Clermont
A
AB+
BA
AB+
B
BA
AB
A
AB+
15
4
1
9
2
1
Post
Bacc
A
5
A3
B+ 4
B
2
A
3
A1
B+ 1
B
2
1
5
5
1
A
Disabilities I
field
Teaching Reading
and Writing to
Students with
Disabilities II
Second of a two part sequence related
to research-based practices related to
reading and writing; embedded in the
field
Augmentative
Communication
Creating a
Learning
Environment
Integration of principles of language
development with principles of
augmentative communication.
Creating a learning environment for
classrooms with a special focus on the
challenging learner.
Curriculum
Planning
Curriculum planning for individuals with
learning differences, with special focus
on transitions across the life span.
Management of
Challenging
Behavior
Foundations of theoretical and
behavioral models with special focus
on positive behavioral support,
functional assessments, and behavior
support plans.
Assessment and
Evaluation
Discussion and practice of components
of effective assessment.
Language
Development
A survey of language development in
children; factors influencing language
development and learning; effectives of
disabilities and other conditions on
language development and teaching.
Overview of
Mild/Moderate
Disabilities
Develop in depth knowledge base in
characteristics of learning through
reflection, critical analysis, and
synthesis.
Special Education
and the Law
Topics associated with IDEA and
related laws. Other topics include
theories, learner characteristics, due
process, IEP, services, professional
B
NG
3
1
B
F
A
A
A-
B
1
A
1
6
B+
A
19
A
17
A-
6
A-
1
B+
B
BA
AB+
B+
CC+
C
A
AB+
B
BC
A
AB+
B
3
2
1
B+
B
1
1
A
B
8
11
7
21
1
A
AB+
A
AB
A
AB+
B
BC
A
AB+
B
BA
AB+
B
8
11
7
4
1
1
24
2
2
2
1
22
13
1
2
23
4
2
A
A-
4
1
A
1
A
AB+
B
A
AB+
3
B
A
AB+
B
BA
AB
18
4
2
A
AB+
B
C
A
AB+
B-
16
2
1
3
2
13
7
2
2
A
AB
C
5
A
AC
7
1
ethics, accountability issues.
C
1
A
AW
Teaching Reading
and Writing
Through Literature
Phonics I
Phonics II
Title
Foundations of
Literacy
Instructional
Strategies
Survey of Learning
Disabilities
This course is designed to provide
research-ased and historical/cultural
information about the teaching and
learning of phonetics, phonics, word
study, and spelling in relation to
developing learners and a total reading
program.
A
11
A
16
A
AB+
B
BC+
9
2
1
2
1
AB+
B+
BC
3
A-
A
16
A
16
A
A5
A3
B
1
B1
B1
C1
C
CCAssessment 2: Grades in Special Education Content Courses
Content
2006-2007
Uptow
Clermont
n
A
A
B
ASurvey concerning emerging literacy
and the development of reading
C
B+
D
BA
12
A
A6
AInstructional strategies for students
with mild to moderate educational
B+
needs.
B
B-
AB+
2
This course continues the study of
research-based and historical/cultural
aspects of teaching and learning of
phonetics, phonics, word study, and
spelling in relation to developing
learners and a total reading program.
Introduction to concepts and issues
related to individual learning
differences
Teaching Reading
and Writing to
Students with
Disabilities I
First of a two part sequence related to
research-based practices related to
reading and writing; embedded in the
field
Teaching Reading
and Writing to
Students with
Disabilities II
Second of a two part sequence related
to research-based practices related to
reading and writing; embedded in the
field
Augmentative
Communication
Integration of principles of language
development with principles of
augmentative communication.
A
A
B
C
A
AB+
B
NG
AB
A
AB+
B
F
A-
A
A-
A
B
A
A
B+
12
3
1
1
A
AB+
B
5
2
1
4
3
Post
Bacc
A
AB+
B
A
AB+
B
A
A
AB+
B
8
1
1
1
5
1
1
3
1
Creating a
Learning
Environment
Creating a learning environment for
classrooms with a special focus on the
challenging learner.
Curriculum
Planning
Curriculum planning for individuals with
learning differences, with special focus
on transitions across the life span.
Management of
Challenging
Behavior
Foundations of theoretical and
behavioral models with special focus
on positive behavioral support,
functional assessments, and behavior
support plans.
Assessment and
Evaluation
Discussion and practice of components
of effective assessment.
Language
Development
A survey of language development in
children; factors influencing language
development and learning; effectives of
disabilities and other conditions on
language development and teaching.
Overview of
Mild/Moderate
Disabilities
Develop in depth knowledge base in
characteristics of learning through
reflection, critical analysis, and
synthesis.
Special Education
and the Law
Topics associated with IDEA and
related laws. Other topics include
theories, learner characteristics, due
process, IEP, services, professional
ethics, accountability issues.
Teaching Reading
and Writing
Reading in the content areas
C+
A
AB+
B+
CC+
C
1
B-
3
A
15
A
A
AB+
B
BC
A
AB+
B
C+
A
AB+
B
BC
F
1
3
1
AB+
AB
B-
12
6
3
1
1
5
9
5
1
1
1
2
A
AB+
B
BA
AB+
B
3
2
1
1
2
A
21
A
7
A
AB+
B
BC+
A
AB+
B
2
3
3
1
1
12
7
2
1
B+
C
1
1
AB+
B
B-
BA
AB+
B
BC
2
3
6
2
8
3
1
A
A-
14
4
A
B
A
AB+
B
C+
C
A
AB+
B
C
1
3
1
3
1
A
A
AB+
B
10
2
3
1
1
11
1
1
3
1
1
1
3
1
A
AB
C
A
AB+
B
BC
W
A
A-
5
2
2
1
2
1
2
Through Literature
This course is designed to provide
research-ased and historical/cultural
information about the teaching and
learning of phonetics, phonics, word
study, and spelling in relation to
developing learners and a total reading
program.
This course continues the study of
research-based and historical/cultural
aspects of teaching and learning of
phonetics, phonics, word study, and
spelling in relation to developing
learners and a total reading program.
Phonics I
Phonics II
Learn
Environment
B+
B
C
F
W
A
AB+
B
BC+
A
AB
1
4
1
1
1
9
9
1
14
3
A
AB+
B+
BC
A
AB-
B-
1
C-
A
AB+
B
12
5
4
2
A
AB+
B
X
C
1
W
A
AB
4
1
1
A
AB+
8
4
4
1
1
4
1
A
W
B+
W
Title
1
2
1
Assessment 2: Grades in Special Education Content Courses
Content
2009-2010
Uptown
A
4
1
A3
1
B+
1
B
5
B3
Foundations of Literacy
C
Instructional Strategies
Instructional strategies for
students with mild to moderate
educational needs.
A
AB
BB+
C+1
F1
2
2
9
4
2
1
1
Clermont
A
AB
I
I
16
2
1
1
1
Post
Bacc
A
1
A-
3
B
1
A
5
Survey of Learning
Disabilities
Introduction to concepts and
issues related to individual learning
differences
UDL and AT in Special Ed
Integration of principles of
language development with
principles of augmentative
communication.
A
AB+
B
B-
Curriculum Planning
Curriculum planning for individuals
with learning differences, with
special focus on transitions across
the life span.
Management of
Challenging Behavior
Foundations of theoretical and
behavioral models with special
focus on positive behavioral
support, functional assessments,
and behavior support plans.
Assessment and Evaluation
Discussion and practice of
components of effective
assessment.
Language Development
A survey of language development
in children; factors influencing
language development and
learning; effectives of disabilities
and other conditions on language
development and teaching.
A
AB+
B
C+
2
1
5
1
3
1
1
2
6
3
1
1
A
AB+
B
BC
5
9
5
1
1
1
F
2
3
7
5
1
6
3
A
AB+
B
A
AB+
B
BC
Overview of
Mild/Moderate Disabilities
Develop in depth knowledge base
in characteristics of learning
through reflection, critical analysis,
and synthesis.
Special Education and the
Topics associated with IDEA and
2
5
6
2
2
A
AB+
B
C
A
1
1
9
5
5
2
2
9
A
A-
13
1
B+
2
A
A-
7
1
13
1
3
1
A
AB+
B
14
11
1
5
C+
1
A
AB
19
5
1
A
AB
B-
A
AB+
B
B-
3
2
1
1
2
A
A
AB+
B
C+
A
12
8
1
3
1
A
AB
C
A
3
Law
related laws. Other topics include
theories, learner characteristics,
due process, IEP, services,
professional ethics, accountability
issues.
Teaching Reading and
Writing Through Literature
Phonics I
Phonics II
AB+
B
BC+
A
AB+
B
C+
C
This course is designed to provide
research-ased and
historical/cultural information
about the teaching and learning of
phonetics, phonics, word study,
and spelling in relation to
developing learners and a total
reading program.
This course continues the study of
research-based and
historical/cultural aspects of
teaching and learning of phonetics,
phonics, word study, and spelling
in relation to developing learners
and a total reading program.
A
AB+
B
BC+
A
A-
Learn Environment
A
AB+
B
ABA for Educators
The development,
implementation, and evaluation of
individual behavior plans
A
AB+
B+
BC+
C+
F
7
4
1
0
2
1
2
5
2
3
2
1
1
1
9
4
3
3
7
2
1
0
3
1
2
5
4
2
2
3
5
1
5
4
1
1
1
AB+
AB-
2
1
A
1
A
9
4
1
B
C
A
AB
BC+
C
19
5
1
1
1
1
A
A-
8
4
A
A-
B-
4
B+
A
AB+
B
8
4
4
1
A
B+
B
F
19
1
2
2
A
6
2011-2012
SPED and the Law
Ins Strat: Mild/Mod
Curriculum Planning:
Mild/Mod
Teaching Read/Wrt Dis I
Teaching Read/Wrt Dis
II
Seminar I: MM
Ins Strat: Mod/Int
UDL and AT in SPED
Teach Assoc I MM
Seminar I: MI
ABA for Educators
Curriculum Planning
Challenging Behavior
Assessment
Internship I: MM
Internship I: MI
Tch Read Write Lit
ASD: Theory to Practice
Hlth, Well, Lei, Tran
Issues Devel Disab
A A- B+
15 6
2
21 5
2
B B- C+ C C- D+ D D- F
2 3
1
1
1
27
24
3
2
2
57
20
56
18
3
4
4
4
2
1
1
I
W NG X
1
2
1
1
2
1
18
22
31
21
16
6
3
1
6
2
P
3
1
3
1
2
1
1
1
1
2
2
2
121
1
27
26
26
1
3
1
5
1
1
13
I W NG X
1
P
2011-2012
Distance Learning
B
SPED and the Law
Ins Strat: Mild/Mod
A A- B+
4 1
1
9 9
3
Curriculum Planning:
Mild/Mod
Teaching Read/Wrt Dis I
Seminar I: MM
UDL and AT in SPED
ABA for Educators
Challenging Behavior
Assessment
Language Development
20
4
6
3
3
12
7
9
1
2
3
1
Challenging Learners in
Society
SPED and Law
73
9
3
5
10
B- C+ C C- D+ D D- F
4
1
1
1
1
1
1
1
2
1
1
3
2
1
1
2
2 12
5
2
1
2
1
2
2
2
1
3
1
Internship I: MM
Foundations of Literacy
Tch Read Write Lit
Phonics I - SPED
Phonics II - SPED
Work with Sup Family
28
20
18
14
39
61
2
Autism Spectrum
Disorder
Partner & Collaboration
Adv Asst Tech & Ud
Adv Strat in SPED
Hlth, Well, Lei, Tran
Mstr Proj Guid I
Mas Pro Sem in SPED
6
21
12
6
6
15
14
3
2
1
7
9
2
2
2
3
1
1
2
1
3
5
2
1
1
8
3
1
3
2
1
4
4
1
1
1
2
1 2
1
1
1
1
1
3
1
1
1 1
1
1 2
1
1