The curriculum is grounded in established courses taught in the General Education and Special Education programs at Portland State University. New content focused on research-based inclusive practices for secondary instruction has been integrated and forms the basis for new course offerings as well.

ED 510 Adolescent Learners (2 credits)

With a specific focus on adolescence this course explores the principles of human learning and related practices for classroom teaching. The psychology of learning in a school setting includes both individual and group generalizations. The roles and functions of a classroom teacher as a facilitator of learning and a decision maker concerning adolescent students' needs and achievement are covered.

ED 510 Survey of the Exceptional Learner (2 credits)

This introductory course addresses the involvement of youth with disabilities as part of the regular education program with an emphasis on social and instructional aspects. Course participants develop practical knowledge of disability characteristics and learning styles of students with disabilities. Instructional methods that support all learners in middle and secondary settings are explored.

ED 510 Study Skills and Learning Strategies (2 credits)

This course teaches instructional methods to make content information more accessible to adolescents as well as learning strategies to help students become more independent learners. Course participants discuss special and general secondary education models for providing this instruction.

ED 510 Instructional Planning and Technology (4 credits)

This course focuses on principles and skills for organization and presentation of grades 6-12 inclusive classroom instruction. Topics include student needs analysis, course planning, and direct and indirect instructional techniques. Instructional techniques incorporate the state and national standards in teaching a diverse group of adolescent learners through appropriate technology as a tool to enhance student learning.

ED 510 Educational Foundations and Philosophy (3 credits)

This course explores the principles, practices, promises, and challenges of multicultural, inclusive education, as well as the use of student and community diversity to enhance subject matter, learning, and classroom life. The course presents characteristics, opportunities, and needs of students with examples of current effective practice. Students examine and discuss the historical, political, and sociological influences in U.S. educational systems. Discrimination and the Oregon Educator, a training that is mandated for everyone seeking their first teaching license, is included in this course.

ED 509 Initial Field Experience (3 credits)

Students are placed with a special educator working with students with special needs who can model inclusive practices. Students use field observation and field assignments to structure their experience, providing an authentic framework from which to develop ideas about teaching content to all students.

CI 519 Secondary Subject Methods (3 credits)

Students investigate problems and methods in selecting and organizing materials for instruction: comparison and evaluation of methods, laboratory techniques, supplies, equipment, and economy of time and materials. Unit planning and student assessment in the subject area are the primary goals of this course.

ED 510 Classroom Management (2 credits)

This course focuses on principles and practices of classroom management and discipline within inclusive 6-12 classrooms. Topics include:

• Organization and logistics of classroom procedures
• Communication and routine-building
• Procedures for prevention and resolution of disruptions
• Problem solving
• Decision making

ED 510 Professional Development Seminar I (2 credits)

This seminar systematically guides students through the development of their special education resource room work sample. The course addresses the responsibilities and challenges of developing as professional educators in middle and secondary school settings.

ED 510 Professional Development Seminar II (1 credits)

This seminar systematically guides students through the development of their first work sample in the content-area inclusive classroom. The course addresses the responsibilities and challenges of developing as professional educators in middle and secondary school settings.

ED 510 Professional Development Seminar III (1 credits)

This seminar systematically guides students through the refinement of their work samples during full-time teaching in the inclusive classroom. Support for the job search process is the major focus of this term.

CI 543 Effective Teaching Strategies for English Language Learners (3 credits)

This course explores current research on identification, development, and practice of developmentally and linguistically appropriate strategies to engage limited English proficient students effectively at all grade levels in the learning process. The course gives special attention to the importance of student’s bilingual/bicultural characteristics in developing a successful curriculum.

ED 510 Half-Time Student Teaching in Inclusive Content Area Classroom (6 credits)

In this course students teach part-time under the direction of a supervising classroom teacher and a University supervisor in conjunction with assignments related to methods and classroom management coursework, and diagnosis of individual needs. The course includes the development of instruction and analysis of a two-week unit of instruction.

ED 510 Literacy Methods (3 credits)

This course examines the curriculum and methods for teaching reading and language arts skills to secondary students with special needs. Content includes the design of an academic skill lesson and specific techniques for teaching strategies, concepts, and rules related to reading language arts.

ED 510 Advocacy and Transition Planning (2 credits)

This course focuses on practical strategies, tools, and exemplary practitioners in the areas of student support and advocacy, school-family collaboration, and transition planning. The course also addresses concepts and curriculum related to person-centered planning and teaching self-determination skills. Students examine the collaborative skills needed to empower students, families, communities, service agencies, and other support systems that facilitate inclusive practices in secondary settings.

ED 510 Classroom-based Assessment (3 credits)

This course addresses how to monitor a student’s goals and general education performance using classroom-based measures. Students learn how to use assessment data to make instructional decisions.

CI 548 Advanced Subject Methods (3 credits)

This course offers concentrated study of recent trends in the curriculum and methodology of the subject area. Students investigate the problems and methods in selecting and organizing materials for instruction, including integration of media computers and technology. Separate courses are offered in art, business education, English, health, mathematics, modern foreign languages, music, physical education, reading and composition, science, social science, speech, and theater arts.

ED 510 Collaborative Teaming and the Special Education Process (4 credit)

This course explores the processes and skills involved in collaborative teaming in middle and secondary school settings. Team-building, communication skills, and problem-solving are emphasized as students participate in authentic school team experiences and interact with local school practitioners.

ED 510 Behavior Management (2 credits)

This course provides students with an understanding of the basic principles of human behavior and the skills to apply those principles to teaching practice, and effective school and classroom management. Course is organized to prepare educators so they can provide effective teaching and learning environments for children of all ages and abilities.

ED 510 Diagnostic Assessment of Diverse Learners (3 credits)

Graduate students learn about the ethical, legal, and practical uses of standardized assessments. Students collect data and select, administer, analyze, and report on assessment results to help with program planning. Alternative State Benchmark Assessments, accommodations, and modifications to tests clarify how to address the issue of students with disabilities and English Language Learners.

ED 510 Half-Time Student Teaching in Special Education (6 credits)

This part-time student teaching experience serves to apply course instruction in special education methods within a practical teaching and learning environment. The field experience enables students to develop a work sample, which is required for licensure in the state of Oregon. Additional seminar topics help students gain a broader perspective of the responsibilities and roles of the special educator.

ED 510 Collaborative Teaching (2 credits)

This course examines practices that enhance instructional collaboration and consultation among teaching professionals. The course explores models and methods for supporting students with disabilities in general education classrooms within middle and secondary school settings. Students co-plan and team-teach lessons (within an instructional unit with a teaching partner) to a diverse group of middle or secondary school students.

ED 510 Full-Time Student Teaching in an Inclusive Content Area Classroom (15 credits)

In this course students work full time observing and teaching under the direction of a supervising classroom teacher and a University supervisor. Students have direct responsibility for learning activities and for developing skill in teaching and classroom management. Related professional activities include development of instruction and analysis of a three- to five-week unit of instruction.

ED 510 Educational Leadership, Teacher Researcher, and Change Agentry (4 credits)

This culminating course synthesizes best practices in teaching leadership and research, with emphasis on dual-inclusion classrooms. How successfully did the teacher candidate use student and community diversity to enhance subject matter, learning, and classroom life? How effective was the teacher’s practice in meeting the needs of the diverse student population? How can action research be used to improve instructional practice? How might the use of teacher networks, current educational research, and the involvement of secondary students in studying their own classrooms help inform improvement?

ED 510 Specialized Techniques (2 credits)

This course presents information on medical and physical needs commonly found in people with severe disabilities, focusing particularly on educational and adult-service implications considering:

• The nature of the medical condition (i.e., genetic anomalies, physical symptoms)
• Methods for instruction (i.e., positioning, mobility)
• Procedures for structural modifications (i.e., adaptive equipment, environmental accessibility)

The course incorporates information from various disciplines into classroom, home, and vocational programming.

ED 510 Functional Assessment (embedded practicum experience) (3 credits)

This course teaches the student to develop a comprehensive, longitudinal assessment plan for development of the functional curriculum. The student learns to use ecological inventories, adaptive behavior scales, and other relevant assessments to provide information needed to determine individual curriculum needs. The course also examines special content and methodology of education for students with severe disabilities, early childhood through adulthood. The course emphasizes curricular content and instructional strategies for self-care amd daily living, leisure and play, community, and vocational domains, as well as strategies for assessing language and communication, and augmentative systems for communication.

ED 510 Functional Curriculum (embedded practicum experience) (3 credits)

This course applies knowledge and skills for:

• Functional assessment
• Applied behavior analysis
• Design and implementation of an individualized, functional curriculum for students with significant, severe, or multiple disabilities, early childhood through adulthood.

The course emphasizes curriculum content for life skills, communication, social, motor, and cognitive and functional academic domains. It provides instructional strategies for routine-based, naturalistic, and teacher-directed/discrete trial learning. The course includes strategies for using positive behavioral supports for students with significant disabilities, based upon functional behavioral assessment and analysis.