Fairmont State University also offers 6 credits for individuals who hold prior certification in Multi-Categorical Special Education and would like to apply with the West Virginia Board of Education for an endorsement in Autism. For more information, please contact:
EDUC 6301: Research in Education (3 credit hours)
Provides candidates with the knowledge, skills and techniques necessary to understand and design research as applied to teaching and learning and other applied contexts with an emphasis on methodology; including quantitative, qualitative, and action research methods.
SPED 5323: Math Strategies for Special Learners (3 credit hours)
This course provides students with specific research based teaching strategies, assessment tools, classroom management techniques, and technology applications to support individuals with mild to moderate disabilities in math. An emphasis will be placed on math processing skills such as reason, representation, communication, and problem solving. Students will consider the unique needs of individuals with intellectual disabilities, learning disabilities, behavior disorders, and autism when designing instructional interventions.
SPED 6317: Instructional Design I for Special Educators (3 credit hours)
This course examines essential theories in human growth and development, and educational psychology that serve as the foundation for our current approach to teaching and learning in American schools. Specific evidence-based instructional approaches and classroom management strategies will be studied. The Individualized Education Plan (IEP) will be introduced. This course is only required for non-licensed candidates.
SPED 6319: Introduction to Learning Exceptionalities and Behavioral Disorders (3 credit hours)
This course provides an introduction to special education as an evolving and changing discipline based on philosophies, evidence based principles and theories, policies, historical points of view that continue to influence the field of special education. The course addresses aspects of diversity for individuals with exceptionalities and their families, and how these complex issues can each interact with the delivery of special education services. The course provides an introduction to procedures for identifying and supporting individuals with intellectual disabilities, learning disabilities, emotional behavioral disorders (EBD), and autism spectrum disorder (ASD).
SPED 6323: Behavioral Support for Special Students. PR: SPED 6319. (3 credit hours)
This course presents basic principles and practices in the use of research-based applied behavior analysis and other strategies with both normal and exceptional learners, emphasizing those with learning disabilities, behavior disorders, intellectual disabilities, and autism. Students will be required to demonstrate competence in using a variety of techniques in field settings.
SPED 6324: Instructional Techniques in Special Education. PR: SPED 6319, SPED 5323, and READ 6310 or Instructor Permission. (3 credit hours)
This course emphasizes strategic instruction across curricular content areas to individualize learning for students with mild to moderate exceptionalities ranging from kindergarten through twelfth grade. Course participants will select a variety of formal and informal assessments and will analyze information from assessments to develop evidence-based comprehensive instructional programs that support mastery, promote generalization, and enhance critical thinking for individuals with mild to moderate exceptionalities. Procedures for consulting and collaborating with other professionals to support students will be emphasized throughout the course. This course includes a 75-hour field-based semester long experience must be completed in a public school setting. This field experience will allow the candidate the opportunity to apply and reflect on content and pedagogical knowledge and knowledge of learners with special needs to demonstrate proficiencies in the role of a special educator. Concurrent registration for SPED 6324- Lab is required.
SPED 6324L: Instructional Techniques in Special Education Lab (0 credit hours)
Students will register concurrently for both the course, SPED 6324, and this SPED 6324 lab. The lab section of the course connects course participants to the Clinical Office for placement and clinical evaluation. This lab is for paperwork to the Clinical Office only.
SPED 6330: Introduction to Autism (3 credit hours)
This is a web based course established to review definitions, rates of incidence, conceptual models, and educational designs relating to individuals with autism. The course is designed to introduce the student to a general view of autism spectrum disorders. In the field of autism the research is constantly changing, therefore the student will have current developments presented through the use of research material and weekly assignments. The educational treatment of students with autism requires that the learner be presented with a variety of approaches.
SPED 6331: Methods and Strategies for Autism. PR: SPED 6330. (3 credit hours)
This is a web-based course designed to provide students with an understanding of the learning characteristics of individuals with autism. This course also focuses on research-based assessment and instructional techniques for individuals with autism and promotes evidence-based strategies for managing challenging behaviors. Clinical hours required.
SPED 6390: Special Education Practicum. PR: EDUC 6301, SPED 6324, and SPED 6330. (3 credit hours)
This course combines practicum experiences in special education with written assignments related to these experiences. This semester-long practicum experience must be completed in a public school setting. Full-time involvement in the teaching/ learning process is required for successful completion of this practicum. Teacher candidates will be placed or approved for placements at the appropriate grade levels with students who have mild to moderate disabilities (LD, ID, BD, and autism). Teacher candidates will be expected to participate in all activities and duties generally expected of a special education teacher. Course assignments focus on the development and implementation of an action research project and video analysis of teaching and student learning. Emphasis is placed on using student data to enhance instruction and improve outcomes for individuals with exceptionalities. Concurrent registration for SPED 6390- Lab is required.
SPED 6390L: Special Education Practicum Lab (0 credit hours)
Students will register concurrently for both the course, SPED 6390, and this SPED 6390 lab. The lab section of the course connects course participants to the Clinical Office for placement and practicum evaluation. This lab is for paperwork to the Clinical Office only.
READ 6308: Survey of Literacy Instruction and Assessment for Individuals with Exceptionalities (3 credit hours)
This course provides special educators with an understanding of evidence-based literacy instruction for individuals with exceptionalities at the elementary and secondary levels. The course includes an overview of effective assessment and instruction in each of the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, with specific emphasis on how these practices are beneficial for individuals with learning disabilities, behavior disorders, intellectual disabilities, and autism.
READ 6310: Teaching Reading to Special and At-Risk Learners. PR: READ 6308 (3 credit hours)
A study of the cause of reading difficulties and procedures used to support students with reading difficulties, emphasizing those with learning disabilities, behavior disorders, intellectual disabilities, and autism. Approaches reading difficulty from a holistic view. Attention is given to assessment strategies and remedial procedures for correction. This course includes a 40-hour field-based semester long experience must be completed in a public school setting. This field experience will allow the candidate the opportunity to apply and reflect on content and pedagogical knowledge and knowledge of learners who struggle with literacy skills. Concurrent registration for READ 6310- Lab is required.
READ 6310L: Teaching Reading to Special and At-Risk Learners Lab (0 credit hours)
Students will register concurrently for both the course, READ 6310, and this READ 6310 lab. The lab section of the course connects course participants to the Clinical Office for placement and clinical evaluation. This lab is for paperwork to the Clinical Office only.
READ 6315: Teaching Content Area Literacy (3 credit hours)
This course focuses on literacy in the content-area subjects. The importance of reading and writing literacy in the content areas is emphasized as well as the integration of literacy into a variety of instructional areas. The development of speaking and listening skills is also included as a part of literacy development. A variety of literacy strategies and skills is presented and examined. Approaches for developing and applying these strategies in various subject-matter areas are explored.
READ 6325: Technology and Instruction Designed to Support Struggling Readers. PR: READ 6308. (3 credit hours)
In this course, participants learn to facilitate the use of various types of technologies to enhance instruction for struggling readers. Course participants will analyze elements of literacy, the brain’s process of learning to read, transfer of information from working to long-term memory, and instructional design encompassing technology as a tool, instructional technology, and assistive technology. Course participants will demonstrate an understanding of how technology is used to support and manage all phases of planning, implementation, and evaluation of literacy instruction.