Special Education: Learning Disabilities

Program Type: Major
Program Level: Undergraduate
Department: Majors

This program prepares students to be specialists in the creation and implementation of strategies to accommodate the needs of special education students identified with specific learning disabilities in PK-12 classrooms. Preparation emphasizes appropriate services, curricula, assessment and instruction required by students with special needs to support their participation in the general education curriculum. Applications of assistive and instructional technology permeate the program and collaborative skills, assessment procedures, applications of research and parent consultation skills are specific topics threaded throughout.

For more information, visit the School of Education, Human Performance, and Health.

Student Learning Outcomes
Goals Student Learning Outcomes
1. Learner Disability candidates understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

1.1 Learner Disability Program candidates understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2  Learner Disability Program candidates use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

 2. Learner Disability candidates create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.

2.1 Learner Disability Program candidates through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Learner Disability Program candidates use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Learner Disability Program candidates know how to intervene safely and appropriately with individuals with exceptionalities in crisis.


 

3. Learner Disability Program candidates use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

3.1 Learner Disability Program candidates understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Learner Disability Program candidates understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Learner Disability Program candidates modify general and specialized curricula to make them accessible to individuals with exceptionalities.

4. Learner Disability Program candidates use multiple methods of assessment and data-sources in making educational decisions.

4.1 Learner Disability Program candidates select and use technically sound formal and informal assessments that minimize bias.

4.2 Learner Disability Program candidates use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Learner Disability Program candidates in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Candidates engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

5. Learner Disability Program candidates select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

5.1 Learner Disability Program candidates consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Learner Disability Program candidates use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Learner Disability Program candidates are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Learner Disability Program candidates use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Learner Disability Program candidates develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

5.6 Learner Disability Program candidates teach to mastery and promote generalization of learning.

5.7 Learner Disability Program candidates teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

6. Learner Disability Program candidates use foundational knowledge of the field and the professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

6.1 Learner Disability Program candidates use professional Ethical Principles and Professional Practice Standards to guide their practice.

6.2 Learner Disability Program candidates understand how foundational knowledge and current issues influence professional practice.

6.3 Learner Disability Program candidates understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Learner Disability Program candidates understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Learner Disability Program candidates advance the profession by engaging in activities such as advocacy and mentoring.

6.6 Learner Disability Program candidates provide guidance and direction to paraeducators, tutors, and volunteers.

7. Learner Disability Program candidates collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

7.1 Learner Disability Program candidates use the theory and elements of effective collaboration.

7.2 Learner Disability Program candidates serve as a collaborative resources to colleagues.

7.3 Learner Disability Program candidates use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

7.4 Learner Disability Program candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing.