EDSP - Special Education

EDSP 306  Exceptional Learners: 3 Credits (3 Lec)

PREREQUISITE: EDEC 160 or EDU 222IS or EDU 223IS, and sophomore standing. (F, Sp, Su) An in-depth exploration of disabilities and implications for educators. Historical, societal, familial and educational attitudes; legal requirements of Preschool Amendments, IDEA and ADA including IEPs, IFSPs, 504s, FBAs, and BIPs. Identification, intervention, and best practices including multi-tiered systems of support (MTSS) and RTI

View Course Outcomes:

  1. Examine personal attitudes and biases toward persons with disabilities;
  2. Gain an understanding of parental and family response to having a child with disabilities;
  3. Demonstrate an understanding of categories, characteristics, etiologies, and identification of disabilities as detailed in IDEA; and
  4. Reflect on personal understanding of disabilities and special education processes.

EDSP 410  Supporting Diverse Learners Through Collaboration: 3 Credits (3 Lec)

PREREQUISITE: EDSP 306. (Every other fall semester, alternating with EDSP 434) Education majors only. One of the most significant changes in education over the past several decades is the rapid growth of collaborative educational teams to address students’ educational needs. Students in this course will investigate processes and procedures that promote successful collaboration with students, families, colleagues (teachers, paraprofessionals, related service providers), and agencies to improve the education of students with disabilities. EDSP 410 students will also investigate how to successfully develop and implement a variety of transition plans for students with disabilities across a wide range of settings and learning experiences. Upon successful completion, EDSP 410 students will have improved specialized professional knowledge and enhanced pedagogical skills which will allow them to better support students with disabilities and their families

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  1. Describe ethical guidelines and legal policies pertaining to effective communication and collaboration and school-to-work initiatives. (CEC EI/ECSE Standard 7; K-12 Standard 1)
  2. Describe high-leverage communication and collaboration strategies to engage both families and students with disabilities in identifying strengths, assets, priorities, and concerns. Explore how to develop plans that incorporate family preferences and aspirations and articulate how such knowledge will improve short- and long-term outcomes for students with disabilities. (CEC EI/ECSE Standards, 1-6; K-12 Standards 1-2 5-7)
  3. Analyze a variety of transition plans for students with disabilities across diverse settings and learning experiences. (CEC EI/ECSE Standards, 2, 4; K-12 Standards 1, 5)
  4. Demonstrate the ability to communicate in a culturally and linguistically affirming manner. (CEC EI/ECSE Standards 1-6; K-12 Standards 1-2 5-7)
  5. Describe methods for promoting effective reciprocal partnerships and team building capacity with families and professionals across natural and inclusive general education settings. This work includes describing effective co-teaching methods within general education settings. (CEC EI/ECSE Standards 3, 6; K-12 Standard 5)
  6. Describe effective approaches for working with and supporting other adults, including mentoring paraprofessionals. (CEC EI/ECSE Standards 3, 6; K-12 Standard 5)

EDSP 434  Behavioral Principles of Teaching & Learning: 3 Credits (3 Lec)

PREREQUISITE: EDSP 306. (Every other fall semester, alternating with EDSP 410. ) In this course, students will embark on a transformative exploration of behavioral principles in teaching and learning, intricately aligned with cutting-edge instructional techniques that meet Montana’s and the Council for Exceptional Children’s (CEC) stringent standards for inclusive education. EDSP 434 is designed to empower future special educators with a specialized toolkit of evidence-based teaching strategies tailored to students with disabilities in preschool through high school education settings. EDSP 434 students will refine their teaching approaches aimed at increasing positive experiences for students in school settings. The course will also result in EDSP 434 students being better able to embrace diversity and champion equitable access to rigorous and individualized curricula, shaping an educational landscape where every student, regardless of ability, thrives in an environment that encourages their unique potential

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  1. Describe the impact of high-quality instructional design and delivery on student outcomes. (CEC EI/ECSE Standards 7; K-12 Standard 6)
  2. Evaluate the function-based nature of evidence-based behavioral interventions and their impact within different learning environments and the extent to which the following were considered: communication, collaborative problem solving, social and emotional competence, trauma informed practices, and overall well-being. (CEC EI/ECSE Standard 6; K-12 Standard 2)
  3. Describe inclusive and culturally responsive procedures for intervening safely and respectfully with individuals with disabilities in crisis situations (CEC EI/ECSE Standard 1; K-12 Standard 2)
  4. Describe technically sound formal and informal behavioral assessments for evaluating strengths and areas of needs. (CEC EI/ECSE Standard 4; K-12 Standard 4)
  5. Using a strengths-based approach, interpret results of a functional behavior assessment, sharing how input from colleagues and families were considered during the process and how the information can be used to guide next steps. (CEC EI/ECSE Standard 4; K-12 Standard 4)
  6. Identify possible related service options that are region dependent (e.g., rural) when providing students with complex behavioral concerns with supportive wrap-around services. (CEC EI/ECSE Standard 6; K-12 Standard 2 7)

EDSP 458  Assessment and Intervention: 4 Credits (3 Lec, 1 Lab)

PREREQUISITE: EDSP 306. (Every other spring alternating with EDSP 464) This course prepares teacher candidates to assess and support children’s development through the functions, methods, and roles of assessment and evaluation of learning. This course focuses on planning and implementing effective programs for all children, including young children ages 3-5 and 5-8-, and 9–18-year-olds - from diverse cultures and with varied learning needs. Additionally, this course includes information on fundamental assessment issues and concerns, social-emotional and mental health of infants and young children, specialized assessment instruments for developmental domains, and recommended procedures for assessing young children and school aged-children with mild to moderate disabilities

View Course Outcomes:

  1. Define the role of testing, screening, diagnosis, assessment and evaluation. (CEC EI/ECSE Standards 1 4; K-12 Standards 1 4)
  2. Apply knowledge of the assessment process through written assignments, activities and simulations. (CEC EI/ECSE Standards 1 4; K-12 Standards 1 4)
  3. Demonstrate an understanding of Response to Intervention (RtI), Multi-Tiered Systems of Support (MTSS) IDEA, Section 504, and Reauthorization of IDEA and apply knowledge through selected case studies, written assignments, readings and simulations.
  4. Define and apply knowledge of professional and parental roles in the assessment and intervention process through readings, written assignments, case studies, and simulations.
  5. Identify, apply, and interpret behavioral observation and psychosocial assessment techniques.
  6. Identify, apply, and interpret a variety of developmental assessments.
  7. Identify, apply, and interpret criterion, curriculum based, and norm-referenced tests in major developmental and academic areas.
  8. Administer assessment instruments or participate in demonstration activities.
  9. Interpret the results of formal tests of intelligence and achievement.
  10. Critically review and analyze selected assessment instruments.
  11. Define and interpret basic statistical measures.
  12. Develop a process of linking assessment data with goal setting, curriculum, decision-making, Individualized Education Programs, Individual Family Service Plans, Functional Behavior Assessment/Behavior Intervention Plans and 504s
  13. Work directly with children and families.

EDSP 462  Special Education Law, Policies & Practices: 3 Credits (3 Lec)

(F, Sp, Su) Majors only. Students will review Montana and federal laws, regulatory requirements, and educational safeguards pertaining to special education programs and students with exceptional learning needs. Students will also learn concepts associated with offering a free appropriate public education (FAPE) to students with disabilities. Other topics to be covered include: preparation, implementation and evaluation of Individualized Education Plans (IEPs); and Section 504 eligibility and accommodations.

View Course Outcomes:

  1. Identify federal statutes and state requirements that provide for special education and related services.
  2. Explain and identify the 13 categories of disability that constitute eligibility for special education services.
  3. Explain and identify special education programming which best serves the needs of students with a variety of educational needs.
  4. Explain the process for beginning special education services to include identification, evaluation, eligibility and IEP implementation.
  5. Explain and identify concepts associated with the Individuals with Disabilities Education Act (IDEA) such as FAPE, FERPA, IEP, ADA, and Section 504.
  6. Evaluate a school’s special education program, focusing on equity and student growth.
  7. Effectively communicate with parents, child advocates and outside agencies to ensure each child has an opportunity to benefit from their educational experience.
  8. Take part in an Evaluation Report Team meeting process from intake to implementation.

EDSP 464  Methods of Instruction for Students with High Incidence Disabilities: 3 Credits (3 Lec)

PREREQUISITE: EDSP 306. (Su, Every other spring, alternating with EDSP 458) In this course, students learn instructional practices that align with Montana’s standards for inclusive education for students with high incidence disabilities, from preschool to high school. It offers future special educators professional development in specific, evidence-based teaching strategies. These strategies, known for their adaptability and challenge, help improve students with disabilities’ access to general education and promote positive academic and social outcomes. By the end of the course, EDSP 464 students will have improved their methods for teaching students with disabilities, focusing on diversity, using evidence-based methods, and ensuring equitable access to comprehensive curricula

View Course Outcomes:

  1. Improve understanding of evidence-based practices for students with disabilities along the following criteria: challenging, motivating, supporting safety, inclusivity, generalizability, emotional well-being, positive social interactions, and cultural responsiveness. (CEC EI/ECSE Standards 1 5; K-12 Standards 1-3)
  2. Evaluate the extent to which modified specialized curricula makes robust content more accessible and accelerates math and literacy skill acquisition to students with disabilities. (CEC EI/ECSE Standards 4-6; K-12 Standards 3-5)
  3. Critique an Individualized Education Program (IEP) for a hypothetical student based on knowledge of evidence-based teaching and assessment practices, family partnerships, learner development and progression, professional learning standards, and key IEP components. (CEC EI/ECSE Standards 1 5; K-12 Standards 1-3)
  4. Create sequenced lesson plans for an inclusive preschool through high school classroom setting based on knowledge of universal design for learning, evidence-based teaching and assessment practices, grade level standards, and learner development and progression. (CEC EI/ECSE Standard 5; K-12 Standard 3)
  5. Reflect on professional standards and the impact of human complexity on the delivery of high-quality special education services in various educational settings. (CEC EI/ECSE Standard 7; K-12 Standard 6)

EDSP 498  Internship: Special Education: 2 Credits (1 Lec, 1 Lab)

PREREQUISITE: EDSP 306. (Every other fall semester, alternating with EDSP 410) Education majors only. The Special Education Internship is a mandatory component of the Special Education Certificate Program at Montana State University. It comprises two parts: ten hours of class instruction and 80 hours of experience observing, describing, and demonstrating effective teaching practices in special education. Enrollees are required to attend ten classroom hours, complete 80 hours of fieldwork at scheduled times, undergo two observations while teaching students with disabilities, and complete all necessary assessments. This course is offered every other fall semester and must be taken concurrently with EDSP 434

View Course Outcomes:

  1. Exhibit professional behaviors, including consistent attendance and punctuality, maintaining confidentiality, and adhering to rules, philosophy, and policies of the assigned school or other learning environment. (CEC EI/ECSE Standard 7; K-12 Standards 6)
  2. Identify and clarify personal values, attitudes, beliefs, and prejudices concerning individuals with disabilities; and describe legal considerations regarding students with disabilities. (CEC EI/ECSE Standards 3 7; K-12 Standards 6)
  3. Observe, reflect, and engage in actions related to teaching students with disabilities: (a) Use a repertoire of evidence-based instructional strategies and assistive technology to advance the learning of students with disabilities; (b) Engage in professional and collaborative interactions with administrators, parents, teachers, paraprofessionals, and other related service providers; (c) Improve skills in writing an Individualized Education Program (IEP) for a student with a disability and reflect on best practices for facilitating an IEP meeting; and (d) Identify, describe, and administer various assessments for students with disabilities. (CEC EI/ECSE Standards 5 6; K-12 Standard 4 5)