Tuesdays at 4:30-7:20
Objectives The candidate will meet the following Texas Educator Standards for special educators. These are aligned with Council for Exceptional Children CEC knowledge and skills standards as they apply to students with emotional and/or behavioral disorders (EBD).
Cluster & Competency
Professional Knowledge, Roles, & Responsibilities Cluster
Exam; ABP, Social Skills Lesson
Models, theories, philosophies, and research methods that form the basis for special education practice
Laws, policies, and ethical principles regarding behavior management planning and implementation
Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds
Definitions and issues related to the identification of individuals with exceptional learning needs
Models and theories of deviance and behavior problems
Theory of reinforcement techniques in serving individuals with exceptional learning needs
Social/Emotional Environment Cluster
Basic classroom management theory and strategies for students with exceptional learning needs
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs
Modify the learning environment to manage behaviors
Use performance data and information from stakeholders to make or suggest modifications in learning environments
Use effective and varied behavior management strategies
Planning & Instructional Cluster
Exam; Behavior Resources
Theories and research that form the basis of curriculum development and instructional practice
Integrate academic instruction and behavior management for individuals and groups with exceptional learning needs
Use functional assessments to develop intervention plans
Prepare lesson plans
Sources of specialized materials, curricula, & resources
Exam; BCP; IRIS
Use research-supported methods
Similarities & difference among students w/ special needs
Exam ; IRIS
Differing ways of learning among students w/ special needs
Effects a disability can have on a person’s life
Exam; Behavior resources
Educational implications of disabilities
Screening, pre-referral, referral, and classification procedures
Use and limitations of assessment instruments
Interpret information from informal assessments
The special education faculty expects students to be reflective, culturally sensitive practitioners and leaders in the profession of education who practice within the Code of Ethics adopted by the CEC.
Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities.
Special education professionals promote and maintain a high level of competence and integrity in practicing their profession.
Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects.
Special education professionals exercise objective professional judgment in the practice of their profession.
Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.
Special education professionals work within the standards and policies of their profession.
Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.
Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.
(Additional information and rubrics for assignments will be provided in Blackboard)
Application of Behavioral Principles 20
Behavior Observation Instrument (SOS) 30
IRIS modules (10pts x 3) 30
Competing Behavior Analysis
and Behavior Change Plan (CBA&BCP) 20
Social Skills Lesson (small group) 40
Behavioral Resources (5 pts x 2) 10
Field Experience Journal 100
Midterm Exam 100
Final Exam 100
Total 500 points
450-500 = A
400-449 = B
350-399 = C
300-349 = D
< 300 = F
Professional teachers are dependable, reliable, and responsible. Therefore, candidates are
expected to be on time and in attendance at every class, and to stay for the entire class.
Candidates will receive a grade of F for the course on the third absence. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance. Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.
It is expected that you will complete all course field experience hours in a professional manner. Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff). If you must miss your field experience for any reason, you are expected to call the school office and the teacher you are working with before school begins for the day. You must also contact the course instructor to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence. Three instances of tardy arrival will be counted as one absence.
Professionalism is shown when students (a) attend all classes on time; (b) participate in class discussions and lectures; (c) dress appropriately; (d) are flexible to schedule changes; refrain from using their phones during class/field experience times; and (e) respect the opinions and rights of others. Students who regularly practice professionalism tend to earn all of the allotted points for that component of the course grade. Professionalism is a significant part of your course grade.