For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
There will be 5 Discussions throughout the course. The candidate is required to provide a 400-word thread in response to the provided prompt. The thread must be supported with at least 2 sources to include the textbook in current APA format. In addition to the thread, the candidate is required to reply to 2 other classmate's. Each reply must be 200 words. (CLO: A, B, D, F)
There will be 8 quizzes throughout the course, one every in every Module: Week. Each quiz will cover the Textbook material for the assigned module. Each quiz will be open-book/open-notes and contain multiple-choice, true/false, and short answer questions.
The candidate will complete three Case Study assignments available via the open-access Iris Center. (CLO C, D)
Individualized Family Service Plan (IFSP)
MAT in Special Education Early Childhood Candidates:
The candidate will be given a case study and will develop an IFSP for a young child (under 3) with a disability entering pre-school. (CLO: E)
Individualized Education Program (IEP)
MAT in Special Education Adapted Candidates:
The candidate will be given a case study and will develop an IEP for a student with a disability entering Kindergarten. (CLO: E)
Individualized Curriculum and Programming Project
Based on the IFSP or IEF case study, the candidate will develop a curriculum plan that addresses specific identified needs for a student in the adaptive curriculum, developing instructional goals and practices, accommodations and modifications necessary to support the learning, and support and specific tools for measurement and monitoring to support student success.
Part 1 – Analyzing
In the Analyzing Phase, the candidate will identify and articulate student needs, focus on the specific accommodations and modifications and services needed and develop an overall conceptual outline of the student’s year. The candidate will develop a big picture view of the assessment approach based on student and curricular needs. (CLO: E, F)
Part 2 – Curriculum Mapping
In the Curriculum Mapping Phase, the candidate will translate the goals and objectives, the identified service needs and the accommodations and modifications into a 180 day curriculum map, covering goals, activities and basic systems of assessment. (CLO: C, D, E, F)
Part 3 – Collaboration Planning
In the Collaboration Planning Phase, the candidate will develop a plan for collaborating with educational professionals, related service professionals, community stakeholders and student family members to deliver the curricular plan. (CLO: D, F)
Unit & Lesson Plan (edTPA)
The candidate will use the ICPP as a launching point to conceptualize details of a unit of instruction (comprised of 3-5 lessons) and develop one of the lessons to meet the student needs and the mapped curriculum. The unit will address assistive technology needs, language and communication challenges, behavior supports, and align directly to the Virginia Aligned Standards of Learning. The conceptualized unit and the subsequently developed lesson will focus on a developmental math skill appropriate for the student case. This instructional activity will use the edTPA approach. (CLO: C, D, E, F)