Candidates will study effective teaching strategies to support students with specific impairment(s) within the cognitive and emotional category, inclusive of techniques for developing language and communication skills to develop language, reading, writing, spelling, calculating, and thinking. Additionally, candidates will study the implementation of supports that span multiple impairments, including those crossing endorsement areas. Supports related to both push-in and pull-out services will be included with focus on matching the appropriate supports to each individual need. 

Candidates will study the integration of technology as part of the support system and explore various assistive technology devices and develop an understanding of appropriate use and matching to impairment. This course will also focus on effective record keeping, parent communication protocols, and tracking of identification data and feedback using technology tools.

Through the study of protocols for observation and assessment leading to proper identification for tiered services, candidates will be able to recognize behaviors for identification and practice strategies using case studies and collaborative dialogue to see varying perspectives and develop protocol for improvement. Candidates will also study testing and feedback mechanisms, timing, reassessment tools, etc. to properly identify needs and aligned supports in collaboration with other support roles within the school. Using a case study model, candidates will establish short-term and long-term metrics related to each students’ individual need. This course will also include training other team members on using such tools to ensure fidelity in the data collected. The application of data analysis and integration of student advocacy will be introduced. Role play scenarios will allow candidates to practice respectful dialogue with parents and students to adapt strategies based on the collected data. 

Candidates will study professional standards based on InTasc. Candidates will practice communication skills and effective implementation into every process to building a strong support system for each student. Professional communication practices will focus on all stakeholders, inclusive of listening skills, facilitation skills and coaching and training skills. Additionally, candidates will study practices to build self-advocacy skills in students to promote independence and success in future opportunities. Candidates will focus on schoolwide protocol of communication and transition strategies across all grade levels in addition to district transitions when applicable. This course will focus on effective record keeping, parent communication protocols, confidentiality, and tracking of identification data and feedback. 

The study of cognitive, linguistic, physical, and social-emotional growth and development (e.g., typical, a-typical) of individuals from birth to adulthood. The course will focus on concepts of intellectual functioning and adaptive behavior and key theories of child and adolescent psychology and personality development.

Candidates will study methods to facilitate professional development and coaching to general education classroom teachers. Candidates will study strategies for facilitating direct instruction as well as facilitating general education classroom teacher support and development to promote an inclusive environment within the general education classroom and school community. As part of the IEP development, effective teaching strategies, inclusive of general education, push-in and/or pull-out services, will be identified in collaboration with the primary teachers and implementation support will be provided by the candidate.