Student Outcomes

SPECIAL EDUCATION

Spring 2007 College of Education Special Education Program Seattle University Student Outcomes

Knowledge Base: Special Education Program

Organizing Theme Consistent with the mission, vision, and goals of Seattle University and the College of Education, the Special Education program prepares knowledgeable, ethical and reflective special educators for quality service in diverse communities. The knowledge base of the program is organized around the following key elements of the organizing theme:

A. Knowledgeable (Professional) Service

The Special Education program is designed to prepare highly-skilled, highly qualified special educators for service in an array of professional roles, including as special education teachers and general education classroom teachers with a specialized knowledge of research based instruction and assessment for children with disabilities.

The Special Education program is closely aligned with the CEC Performance Based Standards of the Council of Exceptional Children (CEC) including coursework and field experiences that addresses: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, language, instructional planning, assessment, professional and ethical practice, and collaboration. In addition the program is also aligned with the State of Washington endorsement competencies as specified in the Washington Administrative Code (WAC). The Washington State Endorsement Competencies are based upon the Knowledge and Skill Standards of CEC. Activities within each course in the Special Education program have been closely tied to specific performance based requirements. These standards and competencies are aligned with program outcomes in Appendix A.

The knowledgeable special educator has highly developed skills in instruction and assessment, the ability to create an environment for learning, and a commitment to and capacity for ongoing professional development. Professionals who assist children in becoming competent, confident, young adults understand and enact strategies that draw on these complex elements. Each of the required courses and experiences of the Special Education Program is grounded in the theoretical, historical and research base to develop special education professionals to meet the requirements of the field (Baca & Cervantes, 2004: Castro & Mastropiere, 1985: Greeenspan & Wieder, 1998; Mastropiere, & Scruggs, 2002; Mercer & Mercer, 2003; Peck, et al, 2004; & Shinn, 2002). The integrated curriculum draws on the fields of literacy, special education, and general education.

Students benefit from diverse perspectives on learning needs and solutions and are guided to synthesize their knowledge and skills in direct application through the capstone course, SPED 549 Practicum, in which they assume the role of special educators with students with a variety of learning needs including literacy, math, writing and social skills. The students are supervised by an experienced team of special education professionals and faculty. Through the practicum, students demonstrate and are evaluated on all of the skill competencies of the program.

1 College of Education Special Education Program Seattle University Student Outcomes

B. Ethical Service

The Special Education program is based upon a set of core values consistent with the Catholic Jesuit character of Seattle University: Collaboration and collegiality, shared decision-making, servant leadership, and empowerment of others through knowledge and skills. These values permeate the entire program.

Special educators must provide ethical leadership in their positions in the schools and in the communities as providers of direct service to children; in collaboration with other professionals; and in advocacy for students, families, and teacher colleagues. The ethical expectations of the program are specified in the standards of the Council for Exceptional Children as well as in the Personal and Professional Dispositions of the program. Students in, and graduates of, the Special Education program are expected to demonstrate the highest levels of ethical care and stewardship. Students are evaluated on these key dispositions at key points during the program, including prior to being admitted to SPED 549 Practicum.

C. Reflective Service

Through reflection, special educators continually reassess and refine their professional practice. Throughout the program, course assignments integrate theory, practice, and reflection as students are guided to understand the foundations of research based practices, implement effective instruction and assessment, and then examine that practice and their own developing knowledge and skills. The reflective component is essential to the program’s organizing theme, and assignments requiring reflection are integrated throughout students' coursework. For example, reflection is built into the practicum (SPED 549) and students are asked to write a philosophy statement, as well as a self analysis of their teaching. The focus of EDUC 530 (Philosophy of Education) is also reflective in nature.

D. Service for Diverse Communities

Special educators have a particular obligation to understand the impact of ethnic, cultural, socioeconomic, and linguistic diversity on learning and to respect individual needs and backgrounds and to provide effective service to all students. They must develop and select learning experiences and strategies that affirm and respect, family, cultural, and societal diversity, including language differences.

SPED 540 (Introduction to Special Education and Learning Disorders and LITC 525 (Seminar in Literacy Instruction), both required course, provide an overview of the diverse backgrounds, needs, and strengths of students in the K-12 classroom. SPED 541 (Multicultural/Bilingual Issues in Learning) specifically explores the impact of culture and multilingualism on learning. LITC 524 addresses issues of assessing students’ literacy learning with respect for students’ varying cultural and linguistic backgrounds; LITC 527 examines specialized literacy techniques related to K-12 students’ cultural and language backgrounds (LITC 524 or LITC 527 is required). In addition, diversity issues are infused in coursework throughout the College of Education curriculum. For example, EDUC 522 and EDUC 523, (Child and Adolescent

2 College of Education Special Education Program Seattle University Student Outcomes

Psychology and Learning), include a focus on understanding family and cultural contexts which impact development. Finally, the practicum (SPED 549) requires demonstration of competent assessment of students with a variety of learning needs and from varied ethnic and cultural backgrounds.

Alignment with Professional Standards

The curriculum of the Special Education program is guided by scientifically-based research and theories of assessment, methodology and services for children and young adults with disabilities Bender, 2004; Baca & Cervantes, 2004; Beninger & Abbott, 2002; Greenspan & Wieder, 1998; Kauffman, et al. 2005; Shinn, et al, 2002). The Special Education program is closely aligned with the CEC Performance Based Standards of the Council of Exceptional Children (CEC) including coursework and field experiences that addresses: foundations, development and characteristics of learners, individual learning differences, instructional strategies, learning environments and social interactions, language, instructional planning, assessment, professional and ethical practice, and collaboration. In addition the program is also aligned with the State of Washington endorsement competencies as specified in the Washington Administrative Code (WAC). The Washington State Endorsement Competencies are based upon the Knowledge and Skill Standards of CEC. Activities within each course in the Special Education program have been closely tied to specific performance based requirements. With the overall goal of preparing knowledgeable, ethical and reflective special educators for quality service in diverse communities, the following broad program competencies guide the preparation of all students: A. Knowledge and Skills Competencies Knowledge and skills competencies are measured by performance in course, the practicum (SPED 549), and on the comprehensive examination aligned to the following standards and elements: 1. Foundational Knowledge: Special education professionals have knowledge of the foundations of special education law, characteristics of learners and disability, and individual learning differences. Special education professionals must be well-grounded in current research and established theories of disability. Such foundational knowledge should be based on a comprehensive model of legal aspects of disability and special education, research-based learning processes and impact of disability on learning differences taking into account cultural, linguistic and socio-economic diversity. 2. Instructional strategies and curriculum materials: Special education professionals use a wide range of instructional practices, approaches, methods and curricula materials to support learning by students with disabilities. These strategies and curriculum must be research- based, involve a thorough knowledge of the learner’s individual differences, and various teaching approaches, materials and organizational models. Special education professionals must understand and actively address the moral, ethical and values dimensions of disability that affect instruction and students equitable access to effective materials and instruction.

3 College of Education Special Education Program Seattle University Student Outcomes

3. Assessment, Diagnosis, and Evaluation: Special education professionals use a variety of assessment tools and practices to plan and evaluate effective instruction. Research-based practices include administering a wide range of assessment tools and practices to identify proficiencies and difficulties to plan, evaluate and revise effective instruction that meets the individual needs of the students, including those from different cultural and linguistic backgrounds. 4. Creating a Learning Environment: special education professionals create and support an environment that fosters learning through careful planning, content and practice and managing the teaching and learning environment. Communication and collaborative partnership with other professionals, families and the students are critical to the work of the special education professional. 5. Professional and Ethical Practices: Special education professionals commit to knowing, understanding, and applying the highest professional standards which include developing and demonstrating positive relationships with students, colleagues, program faculty, and educational professionals.

Knowledge and skills competencies are measured by the performance and summative evaluations in course work and the formative evaluation of the practicum (SPED 549), the comprehensive examination aligned to the standards and elements as specified in the Washington Administrative Code (WAC) and the Special Education PRAXIS. The CEC and WAC standards, knowledge and skill competencies are aligned with the Special Education courses in Appendix A.

4 College of Education Special Education Program Seattle University Program Description

Appendix A Alignment of Course Content with Professional Standards

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

1. Foundational Knowledge: Special Educators have knowledge of the foundations of special education. As a result, graduates can:

Note: Knowledge Formative CC indicates common core K1.1 Models, theories, philosophies, and GC indicates general core regulatory history that form the basis SPED 540 Critical Issues and Reflection Papers K indicates knowledge for special education practice. • (CC1K1-K8) S indicates skills Continuum of placement and Research Papers (CC1K1-K8, GC1K1) CC1K1 Models, theories, and philosophies that services available for individuals Final Project (GC1K3-K7) form the basis for special education practice. with disabilities • Principles of CC1K2 Laws, policies, and ethical principles normalization and concept of least SPED 541 Critical Issues and Reflection Papers regarding behavior management planning and restrictive environment • Historical (CC1K5, CC1K8 - CC1K10, GC1K7) implementation. foundations, classic studies, major CC1K3 Relationship of special education to the contributors, major legislation, and SPED 542 Research Review (CC1K1, CC1K4, organization and function of educational current issues related to knowledge GC1K2, GC1K5, GC1K8-K9) agencies. and practice. • Historical, Strategy Project (CC1K1, CC1K4, CC1K4 Rights and responsibilities of students, philosophical, and legal basis of GC1K2, GC1K5, GC1K8-K9) parents, teachers, and other professionals, and services for young children with and Philosophy Paper (CC1S1) schools related to exceptional learning needs. without disabilities. CC1K5 Issues in definition and identification of K1.2 Washington Administrative Code for SPED 543 Classroom Management Plan individuals with exceptional learning needs, Special Education. (CC1 K2 – K6) including those from culturally and K1.3 Variations in beliefs, traditions, and Abbreviated Functional Behavior linguistically diverse backgrounds. values across and within cultures Assessment (FBA) & Behavior CC1K6 Issues, assurances, and due process and their effects of the relationships Intervention Plan (BIP) rights related to assessment, eligibility, and among child, family, and schooling. Individualized Education Plan (IEP) placement within a continuum of services. K1.4 Issues in definition and identification Behavioral Goals and Objectives (CCK1 CC1K7 Family systems and the role of families of individuals with disabilities, – K5, GC1K2, K7, K9) in the educational process. including those from culturally and CC1K8 Historical points of view and linguistically diverse backgrounds. SPED 545 Intervention Project contribution of culturally diverse groups. (GC1K7) 24 College of Education Special Education Program Seattle University Program Description

CC1K9 Impact of the dominant culture on K1.5 Issues, assurances, case law, and due shaping schools and the individuals who study process rights related to assessment, SPED 546 and work in them. eligibility, and placement within a Full FBA and BIP CC1K10 Potential impact of differences in continuum of services. IEP Present Levels of Performance values, languages, and customs that can exist K1.6 Rights and responsibilities related to (CC1K2 – CC1K5, GC1K2, K7, K9) between the home and school. disabilities. SPED 547 GC1K1 Definitions and issues related to the K1.7 Variety of ways different cultures Research Article Review & Special identification of individuals with disabilities. understand disabilities and illness. Topics Paper GC1K2 Models and theories of deviance and K1.8 Potential impact of differences in (CC1K1- CC1K7, GC1K1, GC1K8) behavior problems. values, languages, and customs that SPSY 562 GC1K3 Historical foundations, classic studies, can exist between the home and Research Topic & Presentation major contributors, major legislation, and school. (CC1K7, K10) current issues related to knowledge and practice. K1.9 Laws, policies, and ethical principles SPED 549 GC1K4 The legal, judicial, and educational regarding individual and group Personal Philosophy Paper (CC1S1) systems to assist individuals with disabilities. behavior management planning and Case Study and IEP (CC1K4 – K5) GC1K5 Continuum of placement and services implementation. available for individuals with disabilities. K1.10 Definitions and issues related to the GC1K6 Laws and policies related to provision identification of individuals with Summative of specialized health care in educational disabilities. Practicum Evaluation (CC1K2 – K6) settings. K1.11 The legal, judicial, and educational GC1K7 Factors that influence the systems to assist individuals with Comprehensive Examination ( CC1K1, overrepresentation of culturally/linguistically disabilities. CC1K3, CC1K4-K8, GC1K1, GC1K3- diverse students in programs for individuals K1.12 Laws and policies related to K6)) with disabilities. provision of specialized health care GC1K8 Principles of normalization and concept in educational settings. of least restrictive environment. K1.13 Factors that influence the Special Education PRAXIS GC1K9 Theory of reinforcement techniques in overrepresentation of serving individuals with disabilities. culturally/linguistically diverse CC1S1 Articulate personal philosophy of students in programs for individuals special education. with disabilities. K1.14 Current trends and issues in early intervention (Birth to three), early childhood education, early childhood special education, and special education K1.15 Federal and state legislation that affects children, families, and programs for young children (IDEA Part B, C, 619, ADA, ESA)

25 College of Education Special Education Program Seattle University Program Description

Skill S1.1 Articulate personal philosophy of special education. S1.2 Use WAC as source document for design and implementation of special education and related services. S1.3 Use strategies from multiple theoretical approaches for individuals with disabilities. S1.4 Identify similarities and differences of major provisions of Part B and Part C of IDEA.

26 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

2. Development and Characteristics of Learners: Special Educators have knowledge of the development and characteristics of exceptional and typically developing learners. As a result, graduates can: CC2K1 Typical and atypical human growth and K2.1 Typical and atypical human growth Formative development. and development. CC2K2 Educational implications of K2.2 Similarities and differences of SPED 540 Critical Issues and Reflection Papers characteristics of various exceptionalities. individuals with and without (CC2K1-K6)) CC2K3 Characteristics and effects of the disabilities. Research Papers (CC2K6-K6) cultural and environmental milieu of the K2.3 Similarities and differences among Final Project (CC2K6-K6) individual with exceptional learning needs and individuals with disabilities. the family. K2.4 Educational implications of SPED 541 Critical Issues and Reflection Papers CC2K4 Family systems and the role of families characteristics of various disabilities. (CC2K2) in supporting development. K2.5 Effects a disability(ies) can have on CC2K5 Similarities and differences of an individual’s life. SPED 542 Research Review (CC2K2, CC2K3) individuals with and without exceptional K2.6 Characteristics and effects of the Strategy Project (CC2K7-K2) learning needs. cultural and environmental milieu on CC2K6 Similarities and differences among the child and the family. SPED 543 Classroom Management Plan individuals with exceptional learning needs. K2.7 Effects of cultural, socio-economic, (CC2K2 – K3, GC2K4 - K5) CC2K7 Effects of various medications on and linguistic differences on growth Abbreviated Functional Behavior individuals with exceptional learning needs. and development. Assessment (FBA) & Behavior GC2K1 Etiology and diagnosis related to K2.8 Effects of various medications on Intervention Plan (BIP) various theoretical approaches. individuals with disabilities. Individualized Education Plan (IEP) GC2K2 Impact of sensory impairments, K2.9 Current and historical theories of Behavioral Goals and Objectives physical and health disabilities on individuals, diagnosis and etiology. (CC2K2 – K3, GC2K4 - K5) families, and society. K2.10 Impact of sensory impairments, GC2K3 Etiologies and medical aspects of physical and health disabilities on SPED 546 Full FBA and BIP conditions affecting individuals with individuals, families and society. IEP Present Levels of Performance disabilities. K2.11 Etiologies and medical aspects of (CC2K2 – K3, GC2K4 - K5) GC2K4 Psychological and social-emotional conditions affecting individuals with characteristics of individuals with disabilities. disabilities SPED 547 Research Article Review & Special GC2K5 Common etiologies and the impact of K2.12 Impact of a delay or disability on Topics Paper sensory disabilities on learning and experience. psychological and social-emotional (CC2K1- GC2K6) GC2K6 Types and transmission routes of development. 27 College of Education Special Education Program Seattle University Program Description infectious disease. K2.13 Common etiologies and the impact SPSY 562 Research Topic & Presentation of sensory disabilities on learning (CCK4) and experience. K2.14 Types and transmission routes of infectious diseases associated with Summative disabilities. Practicum Evaluation (GC2K1 – K2.15 Influence of stress and trauma, CC2K5) protective factors and resilience, and supportive relationships on the social Comprehensive Examination (CC2K6) and emotional development. Skill S2.1 Access information on disabilities. Special Education PRAXIS S2.2 Monitor and communicate the effects of various medications on individuals with disabilities. S2.3 Use current information on etiology and diagnosis to inform instructional practice. S2.4 Apply theories of child development, both typical and atypical and apply current research with emphasis on cognitive, motor, social-emotional, behavioral, communication including second language acquisition, adaptive, and aesthetic, development in learning situations, family, and community contexts. S2.5 Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.

28 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

3: Individual Learning Differences: Special Educators have knowledge of the individual learning differences of exceptional and typically developing learners. As a result, graduates can: CC3K1 Effects an exceptional condition(s) can K3.1 Impact of learners’ academic and SPED 540 Critical Issues and Reflection Papers have on an individual’s life. social abilities, attitudes, interests, CC3K1, GC3K1, GC3S1) CC3K2 Impact of learners’ academic and social and values on instruction and career Research Papers (CC3K2, CC3K3) abilities, attitudes, interests, and values on development. Final Project (CC3K1-K4 instruction and career development. K3.2 Variations in beliefs, traditions, and CC3K3 Variations in beliefs, traditions, and values across and within cultures SPED 541 Critical Issues and Reflection Papers values across and within cultures and their and their effects on relationships (CC3K3 – CC3K5) effects on relationships among individuals with among individuals with disabilities, exceptional learning needs, family, and family, and schooling. SPED 542 Research Review (CC3K, CC3K5, schooling. K3.3 Cultural perspectives influencing the GC3K1) CC3K4 Cultural perspectives influencing the relationships among families, Strategy Project (GC3K1, GC3S1) relationships among families, schools, and schools, and communities as related communities as related to instruction. to specially designed instruction. SPED 543 Classroom Management Plan CC3K5 Differing ways of learning of K3.4 Differing ways of learning of (CC3K2, GC3K5, GCK1, GCS1,) individuals with exceptional learning needs individuals with disabilities and Abbreviated Functional Behavior including those from culturally diverse strategies for addressing these Assessment (FBA) & Behavior backgrounds and strategies for addressing these differences. Intervention Plan (BIP) differences. K3.5 Impact of multiple disabilities on Individualized Education Plan (IEP) GC3K1 Impact of disabilities on auditory and behavior. Behavioral Goals and Objectives information processing skills. Skill (CC3K2, GC3K5, GCK1, GCS1) S3.1 Select, adapt, and use instructional GC3S1 Relate levels of support to the needs of strategies and materials according to SPED 545 Intervention Project the individual. characteristics of the learner. (CC3K4 – K5, GCS1) S3.2 Develop and select learning experiences and strategies that SPED 546 Full FBA and BIP affirm and respect, family, cultural, IEP Present Levels of Performance and societal diversity, including (CC3K2, GC3K5, GCK1, GCS1, GC language differences. 4K7 - S10)

SPED 547 Research Article Review & Special 29 College of Education Special Education Program Seattle University Program Description

Topics Paper (CC3K1- CC3K3, GC3K5 – GC3S1)

SPED 549 Case Study and IEP Lesson Planning and Implementation (CC3K1 – GC3S1)

Summative Practicum Evaluation (GC3K1 – GC3S1)

Comprehensive Examination (GC3S1)

Special Education PRAXIS

30 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

4. Instructional Strategies: Special Educators have knowledge of the instructional strategies for exceptional and typically developing learners. As a result, graduates can: GC4K1 Sources of specialized materials, Knowledge Formative curricula, and resources for individuals with K4.1 Basic terminology used in SPED 540 Research Papers and Final Project disabilities. assessment of individuals with (GC4K3, CC4S5, GC4S1, GC4S9) GC4K2 Strategies to prepare for and take tests. disabilities. GC4K3 Advantages and limitations of K4.2 Legal provisions and ethical SPED 542 Research Review and Strategy Project instructional strategies and practices for principles regarding assessment of (GC4K1-K7, CC4S1-16) teaching individuals with disabilities. individuals. GC4K4 Prevention and intervention strategies K4.3 Childfind screening, pre-referral, SPED 543 Classroom Management Plan (GC4K1, for individuals at risk for a disability. referral, and eligibility procedures. K3 - 5, GC4K7 – GC4S9) GC4K5 Strategies for integrating student- K4.4 Use and limitations of instruments Abbreviated Functional Behavior initiated learning experiences into ongoing and procedures for assessing Assessment (FBA) & Behavior instruction. individuals with disabilities Intervention Plan (BIP) GC4K6 Methods for increasing accuracy and including young children. Individualized Education Plan (IEP) proficiency in math calculations and K4.5 Assessment accommodations, Behavioral Goals and Objectives applications. modifications, and alternatives and (GC4K1, K3 - 5, GC4K7 – GC4S9) GC4K7 Methods for guiding individuals in when to apply each. identifying and organizing critical content. K4.6 Use of technology to conduct CC4S1 Use strategies to facilitate integration individualized assessment. SPED 545 Intervention Project into various settings. K4.7 Knowledge of reliable methods of (GC4K1, GC4K3, GC4K7 – GC4S8, CC4S2 Teach individuals to use self- response of individuals who lack GC4S11) assessment, problem-solving, and other typical communication and cognitive strategies to meet their needs. performance abilities. SPED 546 Full FBA and BIP CC4S3 Select, adapt, and use instructional Skill IEP Present Levels of Performance strategies and materials according to S4.1 Collaborate with families, related (GC4K1, K3 - 5, GC4K7 – GC4S9) characteristics of the individual with exceptional service personnel and others in learning needs. assessment of individuals with CC4S4 Use strategies to facilitate maintenance disabilities. SPED 547 Research Article Review & Special and generalization of skills across learning S4.2 Create and maintain records. Topics Paper environments. S4.3 Gather relevant background (GC4K1, GC4S1, GC4S3 – CC4S5 Use procedures to increase the information including families GC4S2,GC4S7 – GC4S11) 31 College of Education Special Education Program Seattle University Program Description individual’s self-awareness, self-management, S4.4 Develop and administer nonbiased, self-control, self-reliance, and self-esteem. informal assessments. LIT 546 Case Study (GC4S14 – GC4S16) CC4S6 Use strategies that promote successful S4.5 Use formal and informal transitions for individuals with exceptional assessments including observation SPED 549 Case Study and IEP learning needs. methods. Lesson Planning and Implementation GC4S1 Use research-supported methods for S4.6 Interpret information from formal (GC4K1 – GC4S16) academic and nonacademic instruction of and informal assessments. individuals with disabilities. S4.7 Utilize ongoing GC4S2 Use strategies from multiple theoretical evaluation/assessment data to Summative approaches for individuals with disabilities. determine the effectiveness of Practicum Evaluation (GC4K1 – GC4S3 Teach learning strategies and study specially designed instruction and GC4S16) skills to acquire academic content. related services. GC4S4 Use reading methods appropriate to S4.8 Use performance data and Comprehensive Examination (GC4K5, individuals with disabilities. information from all stakeholders to CC4S3, GC4S1) GC4S5 Use methods to teach mathematics make or suggest modifications in appropriate to the individuals with disabilities. learning environments. Special Education PRAXIS GC4S6 Modify pace of instruction and provide organizational cures. S4.9 Select, adapt and modify GC4S7 Use appropriate adaptations and individualized assessment strategies technology for all individuals with disabilities. including accommodations and GC4S8 Resources and techniques used to alternative assessment. transition individuals with disabilities into and S4.10 Use assessment information in out of school and post-school environments. making eligibility, program, and GC4S9 Use a variety of nonaversive techniques placement decisions for individuals to control targeted behavior and maintain with disabilities, including those attention of individuals with disabilities. from culturally and/or linguistically GC4S10 Identify and teach basic structures and diverse backgrounds. relationships within and across curricula. S4.11 Evaluate instruction and monitor GC4S11 Use instructional methods to progress of individuals with strengthen and compensate for deficits in disabilities at least as often as perception, comprehension, memory, and prescribed by LEA policy. retrieval. S4.12 Identify supports needed for GC4S12 Use responses and errors to guide inclusion. instructional decisions and provide feedback to S4.13 Use technology to conduct learners. assessment. GC4S13 Identify and teach essential concepts, S4.14 Implement procedures for assessing vocabulary, and content across the general and reporting both appropriate and curriculum. problematic social behaviors of GC4S14 Implement systematic instruction in individuals with disabilities.

32 College of Education Special Education Program Seattle University Program Description teaching reading comprehension and monitoring S4.15 Monitor behavior changes across strategies. subjects and activities. GC4S15 Teach strategies for organizing and S4.16 Use assessment results to develop composing written products. instructional plans. GC4S16 Implement systematic instruction to S4.17 Plan for and link current teach accuracy, fluency, and comprehension in developmental and learning content area reading and written language. experiences and teaching strategies with those of the next educational setting, including knowledge of resources specifically designed to articulate early childhood curriculum to the state learning goals. S4.18 Communicate and integrate assessment results from others as an active team participant in the development and implementation the Individual Educational Program (IEP) and Individual Family Service Plan (IFSP).

33 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

5. Learning Environments and Social Interactions: Special Educators have knowledge of the learning environments needed by and the social interactions of exceptional and typically developing learners. As a result, graduates can: CC5K1 Demands of learning environments. Knowledge Formative CC5K2 Basic classroom management theories K5.1 Characteristics and demands of the and strategies for individuals with exceptional continuum of service options. SPED 540 Research Papers and Final Project learning needs. K5.2 Scope and sequence of general and (CC5K1, CC5K4,GC5K1, CC5S8, CC5K3 Effective management of teaching and special curricula, and materials, CC5S9) learning. including the EALRs. CC5K4 Teacher attitudes and behaviors that K5.3 Methods for increasing positive SPED 541 Critical Issues and Reflection Papers influence behavior of individuals with impact on student learning in (CC5K2-K4, GC5K2—3, CC5S1-S4, exceptional learning needs. reading. CC5S9, CC5S12, S13, S16, GC5S4) CC5K5 Social skills needed for educational and K5.4 Methods for increasing positive other environments. impact on student learning in SPED 542 Research Review and Strategy Project CC5K6 Strategies for crisis prevention and mathematics. (GC4K1-K7, CC4S1-16) intervention. K5.5 Methods for increasing positive CC5K7 Strategies for preparing individuals to impact on student learning in written SPED 543 Classroom Management Plan (CCK5K1 live harmoniously and productively in a expression. K3, GC5K3 – CC5S6, S10 - S11, culturally diverse world. K5.6 Learning strategies and study skills CC5S12) CC5K8 Ways to create learning environments to acquire and demonstrate academic Abbreviated Functional Behavior that allow individuals to retain and appreciate content. Assessment (FBA) & Behavior their own and each others’ respective language K5.7 Advantages and limitations of Intervention Plan (BIP) and cultural heritage. instructional strategies and practices Individualized Education Plan (IEP) CC5K9 Ways specific cultures are negatively for teaching individuals with Behavioral Goals and Objectives stereotyped. disabilities. (CCK5K1 K3, GC5K3 – CC5S6, S10 K5.8 Pre-referral prevention and -S11) CC5K10 Strategies used by diverse populations intervention strategies. to cope with a legacy of former and continuing K5.9 Strategies for integrating student SPED 545 Intervention Project racism. initiated learning experiences into (CCK3, GCK5, CC5S6, S10, GC5K1 Barriers to accessibility and acceptance ongoing instruction. of individuals with disabilities. K5.10 Theories and research that form the SPED 546 Full FBA and BIP GC5K2 Adaptation of the physical environment basis of curriculum development and IEP Present Levels of Performance to provide optimal learning opportunities for instructional practice. (CCK5K1 K3, GC5K3 – CC5S6) 34 College of Education Special Education Program Seattle University Program Description individuals with disabilities. K5.11 Technology for planning and GC5K3 Methods for ensuring individual managing the teaching and learning SPED 547 Research Article Review & Special academic success in one-to-one, small-group, environment. Topics Paper and large-group settings. K5.12 Roles and responsibilities of the (CC5K1- CC5K7, CC5K2 – CC5S12, CC5S1 Create a safe, equitable, positive, and para-educator. CC5S15 – GC5S3) supportive learning environment in which K5.13 Model career, vocational, and diversities are valued. transition programs for individuals CC5S2 Identify realistic expectations for with disabilities. SPED 549 Case Study and IEP personal and social behavior in various settings. Skill Lesson Planning and Implementation CC5S3 Identify supports needed for integration S5.1 Develop and select instructional (CC5K1 – GC5S1) into various program placements. content, resources, and strategies CC5S4 Design learning environments that that respond to the state learning encourage active participation in individual and goals and to cultural, linguistic, and Summative group activities. gender differences. Practicum Evaluation (CC5K1 – CC5S5 Modify the learning environment to S5.2 Implement instruction that is GC5S1) manage behaviors. explicitly connected to assessment CC5S6 Use performance data and information results. Comprehensive Examination (CC5S6, from all stakeholders to make or suggest S5.3 Develop and implement CC5S11) modifications in learning environments. comprehensive, longitudinal IEPs in CC5S7 Establish and maintain rapport with collaboration with team members. individuals with and without exceptional S5.4 Choose and use technologies in the Special Education PRAXIS learning needs. instructional process incorporating CC5S8 Teach self-advocacy. assistive technologies into the CC5S9 Create an environment that encourages educational program. self-advocacy and increased independence. S5.5 Develop plans which align with CC5S10 Use effective and varied behavior general curriculum including state management strategies. learning goals, EALRs and CC5S11 Use the least intensive behavior benchmarks. management strategy consistent with the needs • modifications of the individual with exceptional learning • accommodations needs. CC5S12 Design and manage daily routines. S5.6 Use strategies to facilitate CC5S13 Organize, develop, and sustain learning integration into various settings. environments that support positive intracultural S5.7 Use methods to teach reading that and intercultural experiences. are appropriate. CC5S14 Mediate controversial intercultural S5.8 Use methods to teach mathematics issues among students within the learning that are appropriate. environment in ways that enhance any culture, S5.9 Use methods to teach written group, or person. expression that are appropriate.

35 College of Education Special Education Program Seattle University Program Description

CC5S15 Structure, direct, and support the S5.10 Involve the individual and family in activities of para-educators, volunteers, and setting instructional goals and tutors. monitoring progress. CC5S16 Use universal precautions. S5.11 Use task analysis to prepare lesson GC5S1 Provide instruction in community-based plans based on unique educational settings. needs that are directly connected to GC5S2 Use and maintain assistive technologies. the goals and objectives of the IEP. GC5S3 Plan instruction in a variety of S5.12 Sequence, implement, and evaluate educational settings. individual learning objectives, GC5S4 Teach individuals with disabilities to including the appropriate use of the give and receive meaningful feedback from EALRs. peers and adults. S5.13 Integrate affective, social, and life GC5S5 Use skills in problem-solving and skills with academic curricula, conflict resolution. including the appropriate use of the GC5S6 Establish a consistent classroom routine state learning goals. for individuals with disabilities. S5.14 Use strategies for facilitating maintenance and generalization of skills across learning environments. S5.15 Use instructional time to positively impact student learning. S5.16 Teach individuals to use problem solving and other cognitive strategies to meet their needs. S5.17 Use strategies that facilitate all transitions for individuals with disabilities. • early intervention to preschool • preschool to elementary • elementary to middle level • middle level to high school • high school to beyond • individualized alternative settings to school S5.18 Conduct self-evaluation of instruction. S5.19 Make responsive adjustments to instruction based on ongoing assessment of student learning and

36 College of Education Special Education Program Seattle University Program Description

document appropriately. S5.20 Develop and select instructional content, resources, and strategies that respond to the cultural, linguistic, and gender differences of the individual. S5.21 Prepare lesson plans and organize materials for self and others • para-educators • general educators • early childhood education providers S5.22 Integrate academic instruction and behavior management. S5.23 Plan for the integration of related services’ goals and objectives into the educational programs.

37 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

6. Language: Special Educators have knowledge of language and language development for exceptional and typically developing learners. As a result, graduates can: CC6K1 Effects of cultural and linguistic Knowledge SPED 540 Research Papers and Final Project differences on growth and development. K6.1 Basic classroom management (CC6K1)) CC6K2 Characteristics of one’s own culture and theories and strategies for use of language and the ways in which these can individuals with disabilities. SPED 541 Critical Issues and Reflection Papers differ from other cultures and uses of languages. K6.2 Research-based best practices for (CC6K1 – CC6K3) CC6K3 Ways of behaving and communicating effective management of teaching among cultures that can lead to and learning in individual, small SPED 542 Research Review and Strategy Project misinterpretation and misunderstanding. group and large group settings. (CC6K4, GC6K1-K3, CC6S1-S5) CC6K4 Augmentative and assistive K6.3 Ways to use technology in planning communication strategies. and managing the teaching and SPED 547 Research Article Review & Special GC6K1 Impact of language development and learning environment. Topics Paper listening comprehension on academic and K6.4 Positive impact on student learning (CC6K4, CC6K2, CC6S1, GC1K8, nonacademic learning of individuals with from the involvement of classroom GC6S5) disabilities. volunteers, peer tutors, and para- GC6K2 Communication and social interaction educators. LIT 546 Case Study (CC6S2 – GC6S3) alternatives for individuals who are K6.5 Para-educator recommended core nonspeaking. competencies. SPED 549 Case Study and IEP GC6K3 Typical language development and how K6.6 Understand the need for general Lesson Planning and Implementation that may differ for individuals with learning education and special education staff (GC6S1 – GC6S4) disabilities. to coordinate learning programs to CC6S1 Use strategies to support and enhance meet students’ needs. Summative communication skills of individuals with K6.7 Strategies related to accessibility and Practicum Evaluation (GC6S1 – GC6S4) exceptional learning needs. acceptance of individuals with CC6S2 Use communication strategies and disabilities. Special Education PRAXIS resources to facilitate understanding of subject K6.8 Specialized health care interventions matter for students whose primary language is for individuals with physical and not the dominant language. health disabilities in educational GC6S1 Enhance vocabulary development. settings. GC6S2 Teach strategies for spelling accuracy and generalization. 38 College of Education Special Education Program Seattle University Program Description

GC6S3 Teach individuals with disabilities to Skill monitor for errors in oral and written language. S6.1 Create a safe, equitable, positive, GC6S4 Teach methods and strategies for and supportive learning environment producing legible documents. in which diversities are valued. GC6S5 Plan instruction on the use of S6.2 Use strategies to facilitate effective alternative and augmentative communication integration of students into their systems. least restrictive environments. S6.3 Prepare and organize materials to implement special education/related services, goals, and objectives of the IEP, and daily lesson plans. S6.4 Design a learning environment that encourages active participation in individual and group activities. S6.5 Design and manage effective daily routines. S6.6 Direct, observe, evaluate, and provide feedback to classroom volunteers and peer tutors. S6.7 Create an environment that encourages self-advocacy, increased independence, accessibility, and acceptance. S6.8 Use universal precautions related to health issues. S6.9 Use reasonable precautions related to safety issues (e.g., lifting mobility). S6.10 Teach strategies to support students in developing skills in self advocacy. S6.11 Design, implement, and evaluate instructional strategies for medical self-management procedures. S6.12 Design an/or provide instruction in a variety of educational settings including community based settings. S6.13 Implement nutrition and feeding strategies.

39 College of Education Special Education Program Seattle University Program Description

S6.14 Use appropriate health appraisal procedures and recommend referral to appropriate community health and social services.

40 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

7. Instructional Planning: Special Educators have knowledge of effective instructional planning for exceptional and typically developing learners. As a result, graduates can: CC7K1 Theories and research that form the Knowledge Formative basis of curriculum development and K7.1 Laws, policies/regulations, and instructional practice. ethical principles regarding positive SPED 540 Research Papers and Final Project CC7K2 Scope and sequences of general and behavior management planning and (OC7S1) special curricula. implementation, and aversive CC7K3 National, state or provincial, and local therapy. SPED 542 Research Review and Strategy Project curricula standards. K7.2 Teacher and institutional attitudes (CC7K2-K4, GC7K2-K3, CC7S4-S11, CC7K4 Technology for planning and managing and behaviors that influence GC7S2-S8) the teaching and learning environment. behavior of individuals with CC7K5 Roles and responsibilities of the para- disabilities. educator related to instruction, intervention, and K7.3 Social skills needed for education, direct service. community living, and other GC7K1 Integrate academic instruction and environments. SPED 543 Classroom Management Plan behavior management for individuals and K7.4 Strategies for crisis prevention and (CC7K1, CC7K4, GC7S1, GC7K1,) groups with disabilities. intervention. Abbreviated Functional Behavior GC7K2 Model career, vocational, and transition Skill Assessment (FBA) & Behavior programs for individuals with disabilities. S7.1 Use a variety of effective behavior Intervention Plan (BIP) GC7K3 Interventions and services for children management strategies, including, Individualized Education Plan (IEP) who may be at risk for learning disabilities. but not limited to, functional Behavioral Goals and Objectives GC7K4 Relationships among disabilities and behavioral analysis and behavior (CC7K1, CC7K4, GC7S1, CC7K1, reading instruction. intervention plans. CC7K4, GC7S1, CC7S5, CC7S8, CC7S1 Identify and prioritize areas of the S7.2 Use the least intrusive behavior CC7S1 – CC7S2, CC7S7 – CC7S8, general curriculum and accommodations for management strategy consistent with GC7S1 – GC7S5, GC7S7 – GC7S8) individuals with exceptional learning needs. the needs of the individual learner.

S7.3 Modify the learning environment to CC7S2 Develop and implement comprehensive, manage behaviors. SPED 545 Intervention Project (GC7K1, CC7S1 – longitudinal individualized programs in S7.4 Use individual and group CC7S2, CC7S7 – CC7S8, GC7S1 – collaboration with team members. management and problem solving GC7S5, GC7S7 – GC7S8) CC7S3 Involve the individual and family in techniques to develop positive and 41 College of Education Special Education Program Seattle University Program Description setting instructional goals and monitoring supportive relationships with SPED 546 Full FBA and BIP progress. children, to encourage and teach IEP Present Levels of Performance CC7S4 Use functional assessments to develop positive social skills and interaction (CC7K1, CC7K4, GC7S1, CC7K1, intervention plans. among children, to promote positive CC7K4, GC7S1, CC7S5, CC7S8, CC7S5 Use task analysis. strategies of conflict resolution, and CC7S1 – CC7S2, CC7S7 – CC7S8, CC7S6 Sequence, implement, and evaluate to develop personal self control, self GC7S1 – GC7S5, GC7S7 – GC7S8) individualized learning objectives. motivation, and self esteem. CC7S7 Integrate affective, social, and life skills S7.5 Mediate controversial intercultural SPED 547 Research Article Review & Special with academic curricula. issues among students within the Topics Paper CC7S8 Develop and select instructional content, learning environment in ways that (CC7K1- GC7K2, CC7S1 – CC7S13, resources, and strategies that respond to enhance any culture, group or GC7S1 – GC7S8) cultural, linguistic, and gender differences. individual. CC7S9 Incorporate and implement instructional S7.6 Select and implement methods of SPED 549 Case Study and IEP and assistive technology into the educational behavioral support and management Lesson Planning and Implementation program. for young children with disabilities, (CC7K1 – GC7S8) CC7S10 Prepare lesson plans. including a range of strategies from CC7S11 Prepare and organize materials to the less directive, less structured Summative implement daily lesson plans. methods (e.g., verbal support and Practicum Evaluation (CC7K1 – CC7S12 Use instructional time effectively. modeling) to more directive, more GC7S8) CC7S13 Make responsive adjustments to structured methods (e.g., applied instruction based on continual observations. behavior analysis). Comprehensive Examination (CC7K1, CC7S14 Prepare individuals to exhibit self- CC7K3) enhancing behavior in response to societal attitudes and actions. GC7S1 Plan and implement individualized Special Education PRAXIS reinforcement systems and environmental modifications at levels equal to the intensity of the behavior. 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.

GC7S4 Select, design, and use technology, materials, and resources required to educate individuals whose disabilities interfere with communication.

42 College of Education Special Education Program Seattle University Program Description

GC7S5 Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans. GC7S6 Design and implement instructional programs that address independent living and career education for individuals. GC7S7 Design and implement curriculum and instructional strategies for medical self- management procedures. GC7S8 Design, implement, and evaluate instructional programs that enhance social participation across environments.

43 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

8. Assessment: Special Educators have knowledge of effective and meaningful assessment of exceptional and typically developing learners. As a result, graduates can: CC8K1 Basic terminology used in assessment. Knowledge Formative CC8K2 Legal provisions and ethical principles K8.1 Culturally and socio-economically regarding assessment of individuals. responsive factors that promote SPED 540 Research Papers and Final Project CC8K3 Screening, prereferral, referral, and effective communication and (CC8K2-K5, GC8K2-K4) classification procedures. collaboration with individuals, CC8K4 Use and limitations of assessment families, school personnel, and instruments. community members. SPED 541 Research Review and Strategy Project CC8K5 National, state or provincial, and local K8.2 Concerns of families of individuals (CC8K1, CC8K5, GC8K3-K4, CC8S5- accommodations and modifications. with disabilities and strategies to S6, CC8S8) help address these concerns. GC8K1 Specialized terminology used in the K8.3 Roles of families, school and assessment of individuals with disabilities. community personnel, and SPED 542 Critical Issues and Reflection Papers GC8K2 Laws and policies regarding referral individuals with disabilities, in (GC8S6) and placement procedures for individuals with identifying, assessing, and providing disabilities. services to individuals with GC8K3 Types and importance of information disabilities. SPED 543 Abbreviated Functional Behavior concerning individuals with disabilities K8.4 Apply family systems theory and Assessment (FBA) & Behavior available from families and public agencies. knowledge of dynamics, roles, and Intervention Plan (BIP) GC8K4 Procedures for early identification of relationships within families and Individualized Education Plan (IEP) young children who may be at risk for communities. Behavioral Goals and Objectives disabilities. K8.5 Laws, policies/regulations, and (CC8K2 – GC8S6, GC8S1, GC8S5) CC8S1 Gather relevant background ethical principles related to information. confidentiality. SPED 545 Intervention Project (CC8S6, CC8S7, CC8S2 Administer nonbiased formal and K8.6 Models and strategies of CC8S8 – GCS8S3) informal assessments. consultation and collaboration. CC8S3 Use technology to conduct assessments. K8.7 Family/community education SPED 546 Full FBA and BIP CC8S4 Develop or modify individualized programs that provide information IEP Present Levels of Performance assessment strategies. and resources concerning individuals (CC8K2 – GC8S6, GC8S1, GC8S5) CC8S5 Interpret information from formal and with disabilities. informal assessments. K8.8 Co-planning and co-teaching 44 College of Education Special Education Program Seattle University Program Description

CC8S6 Use assessment information in making methods to strengthen content SPED 547 Research Article Review & Special eligibility, program, and placement decisions for acquisition. Topics Paper individuals with exceptional learning needs, K8.9 Strategies for collaborating with (CC8K1- CC8S5) including those from culturally and/or families of and service providers to linguistically diverse backgrounds. individuals who are chronically or CC8S7 Report assessment results to all terminally ill. SPSY 554 Basic Measurement Concepts Quiz; Test stakeholders using effective communication Skill Review; Evaluation Reports; Alternative skills. S8.1 Maintain confidential Methods Investigation CC8S8 Evaluate instruction and monitor communication/documentation with (CC8K1 - GC8S5) progress of individuals with exceptional others about individuals with learning needs. disabilities. SPSY 562 Research Topic & Presentation CC8S9 Develop or modify individualized S8.2 Use strategies to create positive (GC8K3, CC8S7) assessment strategies. connections between families and CC8S10 Create and maintain records. professionals. SPED 549 Case Study and IEP GC8S1 Implement procedures for assessing and S8.3 Assist individuals with disabilities Lesson Planning and Implementation reporting both appropriate and problematic and their families in becoming active (CC8K1 – GC8S5) social behaviors of individuals with disabilities. participants in the educational team. GC8S2 Use exceptionality-specific assessment instruments with individuals with disabilities. S8.4 Plan and conduct collaborative Summative GC8S3 Select, adapt and modify assessments to conferences with individuals with Practicum Evaluation* (CC8K1 – accommodate the unique abilities and needs of disabilities and their families. GC8S5) individuals with disabilities. S8.5 Collaborate with school personnel GC8S4 Assess reliable methods of response of and community members to Comprehensive Examination (CC8K3, individuals who lack typical communication and integrate and accommodate CC8K5, GC8K1, GC8K2, performance abilities. individuals with disabilities into CC8S5,CC8S6) GC8S5 Monitor intragroup behavior changes various settings. across subjects and activities. S8.6 Communicate with school personnel about the characteristics and needs Special Education PRAXIS of individuals with disabilities. S8.7 Communicate effectively with families of students from all backgrounds. S8.8 Use verbal, nonverbal, and written language effectively. S8.9 Use problem solving and conflict resolution skills to develop, implement and evaluate collaborative activities.

45 College of Education Special Education Program Seattle University Program Description

S8.10 Model techniques and coach others in the use of instructional methods and accommodations. S8.11 Use local, community, and state and federal resources to assist in programming with individuals with disabilities. S8.12 Coordinate activities of school personnel to maximize the benefits of specially designed instruction. S8.13 Collaborate with team members to assess and plan transitions. S8.14 Participate in the assessment, selection, and implementation of assistive technologies. S8.15 Establish and maintain rapport with students, parents, and colleagues. S8.16 Participate in planning for transitions in collaboration with families and other agencies.. S8.17 Apply various models of consultation in diverse settings such as: • General educators • Related services personnel • Parents and families • Administrators

46 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

9. Professional and Ethical Practice: Special Educators have an understanding of professional and ethical practice in special education. As a result, graduates can: CC9K1 Personal cultural biases and differences Knowledge SPED 540 Research Papers and Final Project that affect one’s teaching. K9.1 Characteristics of one’s own culture (CC9K1, GC9K1,GC9K2,CC9S10)) CC9K2 Importance of the teacher serving as a and socio-economic status and use model for individuals with exceptional learning of language and the ways in which SPED 541 Critical Issues and Reflection Papers needs. these can differ from other cultures (CC9K1, CC9S6) CC9K3 Continuum of lifelong professional and uses of language. development. K9.2 Personal, cultural and socio- CC9K4 Methods to remain current regarding economic biases and differences that SPED 542 Research Review and Strategy Project, research-validated practice. affect one’s teaching. Commitment Paper (CC9K2-K4, GC9K1 Sources of unique services, networks, K9.3 Importance of the teacher serving as GC9K1-K2, CC9S1-S5) and organizations for individuals with a model for individuals with disabilities. disabilities. GC9K2 Organizations and publications relevant to individuals with disabilities. CC9S1 Practice within the CEC Code of Ethics and other standards of the profession.

CC9S2 Uphold high standards of competence K9.4 Ways of behaving and SPED 543 Abbreviated Functional Behavior and integrity and exercise sound judgment in the communicating among cultures and Assessment (FBA) & Behavior practice of the professional. various socio-economic groups that Intervention Plan (BIP) CC9S3 Act ethically in advocating for can lend themselves to Individualized Education Plan (IEP) appropriate services. misinterpretation and Behavioral Goals and Objectives CC9S4 Conduct professional activities in misunderstandings. (CC9K1- GC9S2) compliance with applicable laws and policies. K9.5 Professional organizations and CC9S5 Demonstrate commitment to developing publications that provide support for the highest education and quality-of-life individuals with disabilities, their SPED 545 Intervention Project potential of individuals with exceptional families, and colleagues. (CC9K3 – CC9K4, CC9S12) learning needs. K9.6 Methods to remain current regarding CC9S6 Demonstrate sensitivity for the culture, state and federal policy, professional SPED 546 Full FBA and BIP language, religion, gender, disability, standards, and research-validated IEP Present Levels of Performance 47 College of Education Special Education Program Seattle University Program Description socioeconomic status, practice. (CC9K1 - GC9S2) and sexual orientation of individuals. Skill CC9S7 Practice within one’s skill limit and S9. Demonstrate commitment to obtain assistance as needed. developing the highest education and SPED 547 Research Article Review & Special CC9S8 Use verbal, nonverbal, and written quality-of-life potential of Topics Paper language effectively. individuals with disabilities. (CC9K1- GC9S10) CC9S9 Conduct self-evaluation of instruction. S9. Demonstrate sensitivity for the CC9S10 Access information on exceptionalities. culture, language, religion, gender, SPED 549 Case Study and IEP CC9S11 Reflect on one’s practice to improve disability, socio-economic status, (CC9S3 – CC9S12, GC9S2) instruction and guide professional growth. and sexual orientation of individual CC9S12 Engage in professional activities that students. Summative benefit individuals with exceptional learning S9. Uphold high standards of Practicum Evaluation (CC9K1 – needs, their families, and one’s colleagues. competence and integrity and GC9S2) GC9S1 Participate in the activities of exercise sound judgment in the professional organizations relevant to practice of the profession. Comprehensive Examination (CC9S2, individuals with disabilities. S9. Access professional organizations CC0S5, CC9S8) GC9S2 Ethical responsibility to advocate for and publications (printed/electronic) appropriate services for individuals with that support individuals with disabilities. disabilities, their families, and Special Education PRAXIS colleagues. S9. Conduct professional activities in compliance with applicable laws and policies/regulations. S9. Reflect upon his/her own professional practice and develop, implement, and evaluate a professional growth plan. S9. Respect parents’ choices and goals for children/students and communicate effectively with parents about curriculum and children’s progress. S9. Read and critically apply research and recommended practices.

48 College of Education Special Education Program Seattle University Program Description

SPED Program Outcomes: WA State SPED Program Performance Evidence Knowledge and Skills Special Education Endorsement Course (Council for Exceptional Children Competencies Requirements Competencies)

10. Collaboration: Special Educators have knowledge of effective collaboration strategies with families and other professionals. As a result, graduates can: CC10K1 Models and strategies of consultation No Washington State Endorsement Formative and collaboration. categories exist for this area. CC10K2 Roles of individuals with exceptional SPED 540 Research Papers and Final Project learning needs, families, and school and (CC1OK2, CC1OS1, CC1OS3,CC1)S8, community personnel in planning of an GC10S4) individualized program. CC10K3 Concerns of families of individuals SPED 541 Critical Issues and Reflection Papers with exceptional learning needs and strategies to (CC10K3) help address these concerns.

CC10K4 Culturally responsive factors that SPED 542 Research Review and Strategy Project promote effective communication and (GC1Ok4, CC1OS2,CC1OS7)) collaboration with individuals with exceptional learning needs, families, school personnel, and community members. SPED 543 Abbreviated Functional Behavior GC10K1 Parent education programs and Assessment (FBA) & Behavior behavior management guides that address Intervention Plan (BIP) severe behavior problems and facilitation Individualized Education Plan (IEP) communication for individuals with disabilities. Behavioral Goals and Objectives GC10K2 Collaborative and/or consultative role (CC10K1- GC10S4) of the special education teacher in the reintegration of individuals with disabilities. GC10K3 Roles of professional groups and SPED 545 Intervention Project referral agencies in identifying, assessing, and (CC10K1 – GC10S4) providing services to individuals with disabilities. SPED 546 Full FBA and BIP GC10K4 Co-planning and co-teaching methods IEP Present Levels of Performance to strengthen content acquisition of individuals (CC10K1 – GC10S4) 49 College of Education Special Education Program Seattle University Program Description with learning disabilities. CC10S1 Maintain confidential communication about individuals with exceptional learning SPED 547 Research Article Review & Special needs. Topics Paper CC10S2 Collaborate with families and others in (CC10K1- CC10K3, GC10K1 - assessment of individuals with exceptional GC10K3, CC10S1 – CC10S6, GC10S4) learning needs. CC10S3 Foster respectful and beneficial SPSY 562 Research Topic & Presentation relationships between families and (CC10K1 – GC10S4) professionals. CC10S4 Assist individuals with exceptional SPED 549 Case Study and IEP learning needs and their families in becoming Lesson Planning and Implementation active participants in the educational team. (CC10K1 – GC10S4) CC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. CC10S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.

CC10S7 Use group problem-solving skills to Summative develop, implement, and evaluate collaborative Practicum Evaluation CC10K1 – activities. GC10S2) CC10S8 Model techniques and coach others in the use of instructional methods and accommodations. Comprehensive Examination (CC10K2, CC10S9 Communicate with school personnel CC10S1, CC10S6) about the characteristics and needs of individuals with exceptional learning needs. CC10S10 Communicate effectively with Special Education PRAXIS families of individuals with exceptional learning needs from diverse backgrounds. CC10S11 Observe, evaluate, and provide feedback to para-educators. GC10S1 Use local community, and state and provincial resources to assist in programming with individuals with disabilities. GC10S2 Select, plan, and coordinate activities

50 College of Education Special Education Program Seattle University Program Description of related services personnel to maximize direct instruction for individuals with disabilities. GC10S3 Teach parents to use appropriate behavior management and counseling techniques. GC10S4 Collaborate with team members to plan transition to adulthood that encourages full community participation.

51