Master of Arts in Teaching

MAT orientation is an introduction to teacher education and the teaching profession. This course is an overview of Teachers College, Henderson State, MAT program of study, licensure, Charlotte Danielson’s Framework for Teaching, and the Teacher Excellence and Supporting System (TESS). This course includes five required days of intensive training prior to the beginning of the school year.

Tk20 accounts are purchased as part of this course for the purpose of creating a professional portfolio. MAT candidates must receive course credit (CR) by the end of the fall term. The clinical field experience observation component (at least two classroom observations) will be based upon the Teacher Excellence and Supporting System (TESS)/ Charlotte Danielson’s Framework for Teaching. The collection of portfolio artifacts and reflection on Danielson’s domains 1-4 will be emphasized.

Credit Hours: 3

This course provides information related to the implementation of rules and procedures, use of lesson plans as management tools, practical application of discipline models, and skills needed for effective communication. Content includes analysis and discussion of cases and research of current resources.

Credit Hours: 3

This course is intended to actively involve students in an intensive study of the developmental traits of children and adolescents in ways that enhance and strengthen the impact of education professionals in the lives of students.

Credit Hours: 1

This course will focus on preparing education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include multiculturalism, English as a Second Language, parenting, infusing technology and teaming.

The content-focused observation component (at least two classroom observations) will be based upon the national content standards as well as Charlotte Danielson’s Framework for Teaching/TESS. Collection of content portfolio artifacts will be emphasized.

Credit Hours: 2

This course will focus on preparing education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include the classroom environment, teaching methods and strategies, using assessments in instruction, multiculturalism, Blooms Taxonomy, and infusing technology. The content-focused observation component (at least two classroom observations) will be based upon the national content standards as well as Charlotte Danielson’s Framework for Teaching/TESS.

Credit Hours: 3

This course will focus on preparing education professionals to become reflective lifelong learners and highly effective professionals. Course components include at least one clinical classroom observation based on based upon the Teacher Excellence and Supporting System (TESS)/ Charlotte Danielson’s Framework for Teaching.

The course will include the opportunity for candidates to select and implement teaching methods/strategies for a unit of study in their classroom to demonstrate and evaluate their impact on student learning. Candidates will present their impact on student learning project to evaluators to demonstrate how their teaching addresses Danielson’s Domains, National and State Standards, and Teachers College, Henderson Dispositions.

Credit Hours: 3

This course focuses on preparing education professionals to become highly effective teachers by investigating topics that may include the establishing a classroom environment, teaching methods and strategies, using assessments in instruction, professional responsibilities, and infusing technology. Danielson’s four domains of effective teaching are presented.

Credit Hours: 3

A review of legal processes as they affect American education and Arkansas Public Schools with emphasis on student rights, tort liability, and contractual relationships of teachers, teacher rights and responsibilities, and other legal knowledge necessary for effective teacher rights.

Credit Hours: 3

An introduction to the advanced methods of elementary school pedagogy focusing on integrated curriculum, project-based learning, community involvement, and technology integration.

Credit Hours: 3

The purpose of this course is to prepare candidates to teach reading to students in a developmentally appropriate manner. The course is specifically designed as the first reading course for prospective graduate candidates who will be pursuing elementary, middle level, or K – 12 Special Education teaching license through the Arkansas Department of Education’s Nontraditional Licensure Program or through a state approved Masters of Arts in Teaching program.

Credit Hours: 3

The course is designed to equip candidates with the knowledge, skills, and dispositions needed to use a variety of reading assessment tools and practices available for the classroom setting in order to plan and evaluate effective reading instruction that meets the needs of all their students.

The course is specifically designed as the second required reading course for prospective graduate candidates who will be pursuing elementary, middle level, or K – 12 Special Education teaching license through the Arkansas Department of Education’s Nontraditional Licensure Program or through a state approved Masters of Arts in Teaching program.

Credit Hours: 3

A graduate level course designed to introduce teachers to a study of those individuals who deviate from the normal pattern of development. The course includes a review of the causes of individual differences and a survey of materials and methods used in the field of special education. The course is specifically designed for teachers in alternative licensure programs who may not have taken similar courses at the undergraduate level.

Credit Hours: 3

This course focuses on Universal Design for Learning (UDL) to promote inclusive practices to respond to the educational needs of diverse learners. Candidates will learn how to integrate the principles of UDL within lessons, unit plans, and assessments and explore how Assistive Technology (AT) meets the unique learning styles of a wide range of learners. Additionally, the course addresses Response to Intervention (RTI) to improve access to the general curriculum for students with disabilities.

MAT orientation is an introduction to teacher education and the teaching profession. This course is an overview of Teachers College, Henderson State, MAT program of study, licensure, Charlotte Danielson’s Framework for Teaching, and the Teacher Excellence and Supporting System (TESS). This course includes five required days of intensive training prior to the beginning of the school year.

Tk20 accounts are purchased as part of this course for the purpose of creating a professional portfolio. MAT candidates must receive course credit (CR) by the end of the fall term. The clinical field experience observation component (at least two classroom observations) will be based upon the Teacher Excellence and Supporting System (TESS)/ Charlotte Danielson’s Framework for Teaching. The collection of portfolio artifacts and reflection on Danielson’s domains 1-4 will be emphasized.

Credit Hours: 3

This course provides information related to the implementation of rules and procedures, use of lesson plans as management tools, practical application of discipline models, and skills needed for effective communication. Content includes analysis and discussion of cases and research of current resources.

Credit Hours: 3

This course is intended to actively involve students in an intensive study of the developmental traits of children and adolescents in ways that enhance and strengthen the impact of education professionals in the lives of students.

Credit Hours: 1

This course will focus on preparing education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include multiculturalism, English as a Second Language, parenting, infusing technology and teaming.

The content-focused observation component (at least two classroom observations) will be based upon the national content standards as well as Charlotte Danielson’s Framework for Teaching/TESS. Collection of content portfolio artifacts will be emphasized.

Credit Hours: 2

This course will focus on preparing education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include the classroom environment, teaching methods and strategies, using assessments in instruction, multiculturalism, Blooms Taxonomy, and infusing technology. The content-focused observation component (at least two classroom observations) will be based upon the national content standards as well as Charlotte Danielson’s Framework for Teaching/TESS.

Credit Hours: 3

This course will focus on preparing education professionals to become reflective lifelong learners and highly effective professionals. Course components include at least one clinical classroom observation based on based upon the Teacher Excellence and Supporting System (TESS)/ Charlotte Danielson’s Framework for Teaching.

The course will include the opportunity for candidates to select and implement teaching methods/strategies for a unit of study in their classroom to demonstrate and evaluate their impact on student learning. Candidates will present their impact on student learning project to evaluators to demonstrate how their teaching addresses Danielson’s Domains, National and State Standards, and Teachers College, Henderson Dispositions.

Credit Hours: 3

This course focuses on preparing education professionals to become highly effective teachers by investigating topics that may include the establishing a classroom environment, teaching methods and strategies, using assessments in instruction, professional responsibilities, and infusing technology. Danielson’s four domains of effective teaching are presented.

Credit Hours: 3

The purpose of this course is to help graduate students become effective and efficient classroom teachers by presenting and modeling methods and techniques used in various classroom settings. Students will apply the basic principles of Danielson’s domains in public school classrooms.

Credit Hours: 3

The purpose of the course is to provide students with a basic understanding of the formal and informal assessment process in the classroom, including the identification of various assessment methods and instruments, the analysis of assessment results, and the use of assessment data to direct learning in the classroom.

Credit Hours: 3

A review of legal processes as they affect American education and Arkansas Public Schools with emphasis on student rights, tort liability, and contractual relationships of teachers, teacher rights and responsibilities, and other legal knowledge necessary for effective teacher rights.

Credit Hours: 3

The purpose of this course is to prepare candidates to teach reading to students in a developmentally appropriate manner. The course is specifically designed as the first reading course for prospective graduate candidates who will be pursuing elementary, middle level, or K – 12 Special Education teaching license through the Arkansas Department of Education’s Nontraditional Licensure Program or through a state approved Masters of Arts in Teaching program.

Credit Hours: 3

The course is designed to equip candidates with the knowledge, skills, and dispositions needed to use a variety of reading assessment tools and practices available for the classroom setting in order to plan and evaluate effective reading instruction that meets the needs of all their students.

The course is specifically designed as the second required reading course for prospective graduate candidates who will be pursuing elementary, middle level, or K – 12 Special Education teaching license through the Arkansas Department of Education’s Nontraditional Licensure Program or through a state approved Masters of Arts in Teaching program.

Credit Hours: 3

A graduate level course designed to introduce teachers to a study of those individuals who deviate from the normal pattern of development. The course includes a review of the causes of individual differences and a survey of materials and methods used in the field of special education. The course is specifically designed for teachers in alternative licensure programs who may not have taken similar courses at the undergraduate level.

Credit Hours: 3

This course focuses on Universal Design for Learning (UDL) to promote inclusive practices to respond to the educational needs of diverse learners. Candidates will learn how to integrate the principles of UDL within lessons, unit plans, and assessments and explore how Assistive Technology (AT) meets the unique learning styles of a wide range of learners. Additionally, the course addresses Response to Intervention (RTI) to improve access to the general curriculum for students with disabilities.

Credit Hours: 3

Credit Hours: 3

MAT orientation is an introduction to teacher education and the teaching profession. This course is an overview of Teachers College, Henderson State, MAT program of study, licensure, Charlotte Danielson’s Framework for Teaching, and the Teacher Excellence and Supporting System (TESS). This course includes five required days of intensive training prior to the beginning of the school year.

Tk20 accounts are purchased as part of this course for the purpose of creating a professional portfolio. MAT candidates must receive course credit (CR) by the end of the fall term. The clinical field experience observation component (at least two classroom observations) will be based upon the Teacher Excellence and Supporting System (TESS)/ Charlotte Danielson’s Framework for Teaching. The collection of portfolio artifacts and reflection on Danielson’s domains 1-4 will be emphasized.

Credit Hours: 3

This course provides information related to the implementation of rules and procedures, use of lesson plans as management tools, practical application of discipline models, and skills needed for effective communication. Content includes analysis and discussion of cases and research of current resources.

Credit Hours: 3

This course is intended to actively involve students in an intensive study of the developmental traits of children and adolescents in ways that enhance and strengthen the impact of education professionals in the lives of students.

Credit Hours: 1

This course will focus on preparing education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include multiculturalism, English as a Second Language, parenting, infusing technology and teaming.

The content-focused observation component (at least two classroom observations) will be based upon the national content standards as well as Charlotte Danielson’s Framework for Teaching/TESS. Collection of content portfolio artifacts will be emphasized.

Credit Hours: 2

This course will focus on preparing education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include the classroom environment, teaching methods and strategies, using assessments in instruction, multiculturalism, Blooms Taxonomy, and infusing technology. The content-focused observation component (at least two classroom observations) will be based upon the national content standards as well as Charlotte Danielson’s Framework for Teaching/TESS.

Credit Hours: 3

This course will focus on preparing education professionals to become reflective lifelong learners and highly effective professionals. Course components include at least one clinical classroom observation based on based upon the Teacher Excellence and Supporting System (TESS)/ Charlotte Danielson’s Framework for Teaching.

The course will include the opportunity for candidates to select and implement teaching methods/strategies for a unit of study in their classroom to demonstrate and evaluate their impact on student learning. Candidates will present their impact on student learning project to evaluators to demonstrate how their teaching addresses Danielson’s Domains, National and State Standards, and Teachers College, Henderson Dispositions.

Credit Hours: 3

This course focuses on preparing education professionals to become highly effective teachers by investigating topics that may include the establishing a classroom environment, teaching methods and strategies, using assessments in instruction, professional responsibilities, and infusing technology. Danielson’s four domains of effective teaching are presented.

Credit Hours: 3

The purpose of this course is to help graduate students become effective and efficient classroom teachers by presenting and modeling methods and techniques used in various classroom settings. Students will apply the basic principles of Danielson’s domains in public school classrooms.

Credit Hours: 3

The purpose of the course is to provide students with a basic understanding of the formal and informal assessment process in the classroom, including the identification of various assessment methods and instruments, the analysis of assessment results, and the use of assessment data to direct learning in the classroom.

Credit Hours: 3

A review of legal processes as they affect American education and Arkansas Public Schools with emphasis on student rights, tort liability, and contractual relationships of teachers, teacher rights and responsibilities, and other legal knowledge necessary for effective teacher rights.

Credit Hours: 3

The course is designed to enable candidates to use a wide range of instructional methods, curriculum materials, and assessment tools and procedures in order to help all students to learn in the content areas through successful experiences in reading and writing. Focus is placed on the research that supports the strategies presented as well as the motivational aspects of the various strategies.

Credit Hours: 3
Course for Specialty

This course focuses on the use of technology across all functions of a school system. The course focuses on the leader’s role for the utilization of technology in the schools.

Credit Hours: 3

A graduate level course designed to introduce teachers to a study of those individuals who deviate from the normal pattern of development. The course includes a review of the causes of individual differences and a survey of materials and methods used in the field of special education. The course is specifically designed for teachers in alternative licensure programs who may not have taken similar courses at the undergraduate level.

Credit Hours: 3

This course focuses on Universal Design for Learning (UDL) to promote inclusive practices to respond to the educational needs of diverse learners. Candidates will learn how to integrate the principles of UDL within lessons, unit plans, and assessments and explore how Assistive Technology (AT) meets the unique learning styles of a wide range of learners. Additionally, the course addresses Response to Intervention (RTI) to improve access to the general curriculum for students with disabilities.

Credit Hours: 3

Credit Hours: 3

MAT Special Education orientation is an introduction to special education teacher education and the teaching profession. This course is an intensive overview of Teachers College, Henderson, SPED MAT program of study, licensure, and Charlotte Danielson’s Framework for Teaching. This course will focus on preparing special education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include the classroom environment, teaching methods and strategies, creating lesson plans using standards, using assessments in instruction, professional responsibilities, and infusing technology. The clinical field experience observation component will be based upon the Charlotte Danielson’s Framework for Teaching.

Credit Hours: 3

A course that will provide candidates with knowledge and skills necessary to fulfill duties and responsibilities of a Special Education teacher in Arkansas. Candidates will be introduced to special education legislation, learner development and individual learning differences, IEP planning and implementation, learning environments, curricular content knowledge, assessment, policies and procedures, instructional planning, professional learning and ethical practice, collaboration as well as behavior strategies related to educating students with disabilities.

Credit Hours: 3

This course explores developmentally appropriate curriculum models for early childhood, emphasizing play-based learning, physical and social environments, and the integration of family and community partnerships. Candidates will examine approaches such as Montessori, Reggio Emilia, HighScope, Bank Street, Waldorf, and Creative Curriculum, analyzing how environments and instructional strategies support development across age groups from infancy to primary.

Credit Hours: 3

Candidates will know and understand the purposes of assessment with ethical and legal considerations. Candidates will choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, candidates develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

Credit Hours: 3

The purpose of this course is to equip educators/interventionists with the knowledge and skills required to develop and strengthen partnerships with families of students and young learners with disabilities and their communities with an understanding of how language, culture, and family background influence the learning of individuals with exceptionalities. We will review theory and elements of effective relationship building, communication, and collaboration within the process goal of creating optimal conditions of trust so that professionals, communities, and families can work together effectively to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

This course will focus on models of family engagement, including the requirements of educational law related to research findings regarding effective communication, and understanding and working with families. We will cover the leadership role of the interventionist/teacher in all settings taking into consideration the dynamics of the family system, and cultural competencies as well as guidance and direction to paraeducators, tutors, and volunteers and ways to serve as a collaborative resource to colleagues. As a final project, course candidates will create their own plans for family community and stakeholder-professional partnerships.

Credit Hours: 3

This course serves as an introductory course for the field of Early Childhood Special Education. Key topics discussed include; types of developmental disabilities, the role of the interventionist/special education teacher, the role of the interventionist working with families within an inclusive and natural environment, and terminology and evidence-based skills to enable parents to be actively involved in and contribute to their child's education. Special attention is given to local resources for families and the role of the parent including components of individual education plans (IEP’s) and individual service plans (IFSP’s).

Credit Hours: 3

This course provides the candidate with the skills and legal framework essential to the development of positive behavior supports and self-management outcomes for early childhood young learners with special needs. The candidate will examine the biological, neurological and psychological foundations of behaviors for appropriate communication and management strategies, which are aligned with instructional practice.

The foundations of functional analysis of behavior leading to positive behavior intervention plans will be examined. Models of collaborative practices that lead to critical partnerships with students, families, educators and agencies will be investigated through skill development and self-analysis. SocialEmotional Development in early childhood will be a major focus throughout the course. The implications of bullying in early childhood will also be an area of study within this course.

Credit Hours: 3

This course provides an intensive practicum experience in which the graduate candidate is responsible for all aspects of instruction in the learning environments for the full range of ages, types and levels of abilities, and collaborative opportunities for young learners from birth to age 5.

Credit Hours: 3

This course provides an intensive practicum experience in which the graduate candidate is responsible for all aspects of instruction in the learning environments for the full range of ages, types and levels of abilities, and collaborative opportunities for young learners from birth to age 5.

Credit Hours: 3

The online course aims to ensure candidates have the skills and experiences necessary to meet the needs of young learners with severe to profound disabilities. The course examines the psychological, physiological, social-emotional, and educational characteristics of young learners with severe to profound disabilities. Additionally, candidates will evaluate the needs of young learners with more severe developmental disabilities, develop intervention plans, collect data, and summarize the intervention findings.

Credit Hours: 3

Special Education Law for individuals working in early childhood settings. It will focus on Part C of IDEA, ADA for daycares, 103 and transition to Part B. Students will learn and understand the parts of an IFSP and how it differs from an IEP. They will learn to develop specific, measurable goals using best practices for IFSPs and 3-5 IEPs. Case studies and legal issues will focus on early childhood issues and daycare providers’ compliance with IDEA 2004 and ADA. This change will allow students going through the DT program to be equipped with the necessary knowledge of the legal requirements of their job in the field, and it will continue to support our B-K MAT students who will be working in daycare settings.

Credit Hours: 3

A study of the teaching of reading at the primary, intermediate, and secondary levels. Attention is given to major approaches, materials for instruction, and current trends and issues.

Credit Hours: 3

The nature of the assessment process is explored and assessment procedures and instruments are identified. Subjects are assessed and diagnosed and a recommended program of remediation is prescribed.

MAT Special Education orientation is an introduction to special education teacher education and the teaching profession. This course is an intensive overview of Teachers College, Henderson, SPED MAT program of study, licensure, and Charlotte Danielson’s Framework for Teaching. This course will focus on preparing special education professionals to better understand the characteristics of a highly effective teacher by investigating topics that may include the classroom environment, teaching methods and strategies, creating lesson plans using standards, using assessments in instruction, professional responsibilities, and infusing technology. The clinical field experience observation component will be based upon the Charlotte Danielson’s Framework for Teaching.

Credit Hours: 3

A course that will provide candidates with knowledge and skills necessary to fulfill duties and responsibilities of a Special Education teacher in Arkansas. Candidates will be introduced to special education legislation, learner development and individual learning differences, IEP planning and implementation, learning environments, curricular content knowledge, assessment, policies and procedures, instructional planning, professional learning and ethical practice, collaboration as well as behavior strategies related to educating students with disabilities.

Credit Hours: 3

This course is intended to actively involve students in an intensive study of the developmental traits of children and adolescents in ways that enhance and strengthen the impact of education professionals in the lives of students.

Credit Hours: 3

The purpose of this course is to prepare candidates to teach reading to students in a developmentally appropriate manner. The course is specifically designed as the first reading course for prospective graduate candidates who will be pursuing elementary, middle level, or K – 12 Special Education teaching license through the Arkansas Department of Education’s Nontraditional Licensure Program or through a state approved Masters of Arts in Teaching program.

Credit Hours: 3

The course is designed to equip candidates with the knowledge, skills, and dispositions needed to use a variety of reading assessment tools and practices available for the classroom setting in order to plan and evaluate effective reading instruction that meets the needs of all their students. The course is specifically designed as the second required reading course for prospective graduate candidates who will be pursuing elementary, middle level, or K – 12 Special Education teaching license through the Arkansas Department of Education’s Nontraditional Licensure Program or through a state approved Masters of Arts in Teaching program.

Credit Hours: 3

The Assistive Technology course focuses on assistive technology to promote academics and independence for students with disabilities. Candidates will learn how to integrate various assistive technologies (low to high) to support academics, support mobility, lifts and transfers, feeding and swallowing, and positioning and handling. Candidates will learn typical and Atypical communication and Augmentative and Alternative Communication (AAC). Additionally, the course will provide candidates with information about health and safety concerns, medical support services, and the medical needs of individuals with disabilities

Credit Hours: 3

The online course outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s). Students with high-incidence disabilities often spend most or all of their school day in the general population inclusive classroom. These students have needs that require special accommodations, modifications, and/or teaching styles.

In this course, candidates will review the disabilities that are present within the highest frequency of this population of students who receive special education services including autism spectrum disorders, communication disorders, intellectual disabilities, ADHD, dyslexia, specific learning disabilities, and emotional or behavioral disorders. In addition to examining the common characteristics of students who are diagnosed with these disabilities, candidates will develop differentiated instructional strategies and explore resources that will support the learning of all students in the classroom. Candidates’ major activity in this course is a differentiated lesson plan assignment that is also a key assessment for the Special Education program.

Using the tools and techniques from this course, candidates will be able to understand the challenges faced by students who have high incidence disabilities in the classroom and help them achieve their highest academic potential. Field experience is required for this course.

Credit Hours: 3

This online course is designed to provide teachers and other related service providers an understanding of the processes and terminology used in assessment of students with special needs. The content will focus on evaluating students, analyzing and interpreting the data obtained from various assessment instruments to design and plan programs to meet the needs of the special education child.

Academic, affective, work-study, adaptive functioning, fine motor and environmental measures will be covered in the assessment model. Emphasis will be on the importance of the benefits for gathering accurate information; for tailoring assessment to a specific purpose; for recognizing reliability and validity; for obtaining age and linguistically appropriate measures; for sharing and collaborating with all stakeholders to improve the quality of special education programs.

Credit Hours: 3

The online course aims to ensure Special Education teachers have the skills and experiences necessary to meet the needs of students with low incidence disabilities. The course examines the psychological, physiological, social, and educational characteristics of individuals with low incidence disabilities. Candidates evaluate the individual needs of students with low incidence disabilities and develop a thematic unit that includes lesson plans and assessments. Additionally, candidates will use Systematic Instruction to teach skills while taking data and summarizing findings.

Credit Hours: 3

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws. Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3

The online course outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s). The candidate will examine the biological, neurological, and psychological foundations of behaviors for appropriate communication and management strategies, aligned with instructional practices.

This course provides the candidate with skills that include a legal framework essential to developing positive behavior supports and selfmanagement outcomes for students with special needs. The establishment of a consistent, organized, and respectful learning environment for students by the candidate is a focus while providing positive and constructive feedback to guide students’ learning and behavior. A functional analysis of behavior that leads to a positive behavior intervention plan is the major course activity and key assessment required in this course. Collaborative practices that lead to critical partnerships with students, families, educators, and agencies are investigated through skill development and self-analysis. Field experience is required for this course.

Credit Hours: 3

MAT Special Education Practicum 1 builds on the concepts presented in the Orientation course. Candidates continue to develop their knowledge of the job expectations of a special education teacher and the teaching profession. This course will focus on preparing education professionals to better understand the characteristics of highly effective special education teachers. The content-focused observation component (at least two classroom observations) will be based upon the national content standards (Council of Exceptional Children-CEC) as well as the Teacher Excellence and Support System (TESS)/ Charlotte Danielson Framework for Teaching. The collection and reflection of content portfolio artifacts will be emphasized.

Credit Hours: 3

This course provides an intensive practicum experience in which the graduate candidate is responsible for all aspects of instruction in the learning environments for the full range of ages, types and levels of abilities, and collaborative opportunities for young learners from birth to age 5.