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MIDWAY COLLEGE LBD PROGRAM. Overview of Courses June 2008. Designed to Meet. Kentucky Initial Teacher Standards Content and pedagogy standards Council for Exceptional Children (specialty professional association) CEC General Curriculum standards

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Overview of Courses

June 2008

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Designed to Meet

Kentucky Initial Teacher Standards

Content and pedagogy standards

  • Council for Exceptional Children (specialty professional association)

  • CEC General Curriculum standards

    (for students completing the general school curriculum)

    LBD Praxis test content

  • Based on CEC content and pedagogy

  • LBD courses

    • aligned to test content outlines

    • incorporate practice tests and scenarios

      Specific LBD portfolio product requirements

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EDU 201

EDU 210

EDU 360

EDU 315


Teaching & Learning: Lesson plans

Teaching & Learning II : CHAMPS and Classroom Management


LBD Prerequisites

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EDU 315: Knowledge

As a regular educator:

  • Pre-referral intervention processes and procedures

  • Referral, eligibility, IEP development processes & procedures

  • Admissions and Release Committee functions

  • Basics of IDEA-2004 and Section 504 (history, requirements)

  • IDEA/Kentucky disability categories (characteristics, typical learning needs)

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EDU 315: Skills

As a regular educator:

  • Prepare pre-referral interventions

  • Make an appropriate referral

  • Use regular classroom management procedures that support a range of diverse learning and behavioral needs

  • Help select and use appropriate accommodations for students with disabilities

  • Design regular education lesson plans with appropriate accommodations and modifications

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Courses Prior to ST

EDU 329 Secondary Programming

EDU 350 Technology/Materials

EDU 321 General/Characteristics

EDU 332 Assessment

EDU 340 Behavior/Classroom Management

EDU 380 Elementary Programming

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EDU 329: Characteristics and Educational Programming for Secondary Students with LBD

  • Preparing for instructional and transition components of PRAXIS

    • Knowledge: transition planning process and content (PRAXIS #0353)

    • Scenarios: planning for student needs (PRAXIS #0542)

  • Needs of adolescents with LBD

    • Social-emotional issues at the secondary level

  • Academic Content

    • Learning strategies, study and organization skills

    • Content instruction and strategies

  • Secondary and post-secondary options and transition

    • Secondary level general curriculum and service delivery

    • Individual graduation/transition planning

    • College, training, employment, and living arrangements options

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EDU 350: Instructional Materials, Technology and Community Resources in LBD

  • Preparing for technology components of the PRAXIS

    • Knowledge: assistive technology devices and services (#0353)

    • Scenarios: describing technology to meet student needs (#0542)

  • Applications of technology and materials

    • Universal Design for Learning (UDL)

    • Designing for a variety of learning needs

    • Including technology in lesson plans to address individual needs

      • Instructional

      • Assistive

  • Community resources

    • Materials and technology resources

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EDU 321: Characteristics of Students with LBD Resources in LBD

  • Preparation for the LBD Core Content PRAXIS #0353

    • Knowledge: Review of all disability areas and IDEA (from EDU 315)

    • Self-assessment and study for PRAXIS #0353

  • Eligibility, IEP’s and learning needs

    • IDEA and Kentucky eligibility criteria

    • Learning difficulties and instructional implications

    • IEP development

    • Forms and procedures for maintaining caseload records

  • Individualizing instruction based on learning needs

    • Specific accommodations in lesson plans and assessments

    • Research-based strategies and instructional methods used by special educators

    • Designing and implementing effective lesson plans

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EDU 332: Education Resources in LBDEvaluation Techniques

  • Preparing for assessment components of PRAXIS

    • Knowledge: formal and informal assessments (PRAXIS #0353)

    • Scenarios: interpreting evaluation results for instruction (PRAXIS #0542)

  • Formal (standardized) educational assessment

    • Interpreting and using results of group and individual standardized tests

    • Administering and scoring individual academic assessments (subtests)

  • Eligibility determinations for special education

    • Planning and techniques used by the IEP team

  • Informal assessment for instructional planning

    • Approaches in oral language, reading, writing, spelling, math

    • Continuous progress monitoring, graphing and reporting

    • Assessing individual performance on lesson and unit objectives

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EDU 340: Classroom-Behavior Management for Students with LBD Resources in LBD

  • Preparing for social/behavior components of the PRAXIS

    • Knowledge: behavioral terminology and techniques (PRAXIS #0353)

    • Scenarios: IEP behavioral goals and strategies

  • Positive behavior supports

    • School/class-wide expectations and approaches

    • Social skills development and lesson planning

    • High-structure classroom management

    • Organization and strategies for groups of students with challenging behaviors

  • Eligibility and IEP implications

    • EBD criteria, contrasted with other behavioral challenges

  • Behavior intervention

    • Functional behavioral assessment

    • Individual intervention plans, data collection, progress

    • Interagency supports

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EDU 380: Educational Programming for Elementary Students with LBD

  • Preparing for the instructional components of PRAXIS

    • Knowledge: research-based instructional methods (PRAXIS #0353)

    • Scenarios: describing instruction to meet student academic needs (PRAXIS #0542)

  • Academic content areas

    • Research-based strategies and methods in oral language, reading, writing, spelling, math

    • Materials, commercial programs, and software useful in providing specially designed instruction

    • Basic skills lesson plans

  • Early childhood

    • Early intervention and infant-toddler programs

    • Preschool special education

    • IFSP’s and early childhood transition

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EDU 390: Exceptional Children in Regular Education with LBDStudent Teaching Semester

  • Preparation for Checkpoint 3

    • Development of final LBD pieces for the final portfolio

  • Collaboration

    • Collaborative/co-teaching models

    • Collaboration with related services personnel

    • Collaboration plans for individual students

  • Applications in SDI (specially designed instruction)

    • Individualized lesson plans

    • Research-based strategies

    • Assistive and instructional technology