Teacher candidates will learn to select and develop age appropriate, formal and informal assessment strategies and instruments to collect student information. Teacher candidates will also learn to use the data collected to develop Individualized Education Programs (IEPs), to provide specially designed instruction, and to identify appropriate instructional and assessment accommodations for student success in grade level general education courses. These skills reflect a strong knowledge base of developmentally appropriate, evidence-based strategies and techniques that may be used in various service delivery models. Teacher candidates will also focus on skills required to develop lessons and units for general education settings (Age 3-Grade 5), based on the principles of Universal Design for Learning (UDL). Transitions from pre-school special education programming to kindergarten, as well as transitions from birth-age 3 early intervention programs to preschool-age general education and special education programs are also highlighted in this course. ln course assignments involving an informal transition to school-age evaluation, and if eligible, the development of a transition to kindergarten IEP will be completed. Demonstration of authentic differentiation, the principles of UDL, and co-teaching in an early childhood setting are assessed in this course. Pre-requisite: EDU 22403 and EDU 25503 and admission to the School of Education.
Offered for 3 Semester hours.