Skip To Content

              Siena Heights Home Page

( Forgot Password | Login Help )

 It has been reported that there is an issue accessing eCollege courses using the latest version of the Firefox browser.  eCollege is working to resolve the issue. As a work-around please use a different web browser, MS Internet Explorer or Chrome. Check with the eCollege Help Desk at 1-888-748-1932 for updates.

LEARNING DISABILITIES
 

COGNITIVE IMPAIRMENTS

LEARNING DISABILITIES
The philosophy of the endorsement program of learning disabilities is based on beliefs that influence the nature and content of instructional offerings. Beliefs related to this program are:
  • All exceptional children and adults can benefit from educational programs.
  • Educational programs provided for exceptional individuals should have a sound database. Initial formulation of program objectives should be based on data derived from assessment of educational/behavioral skills. Changes in instructional programs should be based on the analysis of performance data collected on an ongoing basis.
  • All facets of learning must be addressed: academic subjects as well as social skills and study skills.
  • Education for persons with learning disabilities should begin as early as possible and continue as long as needed. Attention should be paid to periods of transition.
  • Categorical label designations contribute little to determination of educational program needs for exceptional individuals. Educational needs and programs can best be addressed through sound and comprehensive analysis of educational and behavioral skill strengths and deficits of individuals in question.
  • Exceptional individuals have the right to be placed in the educational setting that is least restrictive. Consulting teachers, resource programs, and inclusive settings can be alternatives for most children with learning disabilities.
  • Special educators are a resource to the educational community. Through their knowledge and skills, special educators provide both direct service to exceptional children and supportive services to other persons, both professional and lay, who are responsible for teaching exceptional children.
  • Special Education preparation programs must be responsive to Michigan’s needs. The program should reflect current practices as well as provide leadership in development of improved instructional programs for children.
COGNITIVE IMPAIRMENTS

Siena Heights University’s philosophy of preparing special education students to teach individuals with cognitive impairment is built on ten major points:

  • Education is for all individuals
  • Individuals with cognitive impairment are better served when programs are determined by individual learning needs and not categorical labels.
  • Accurate data is the driving force of educational programs and are the foundation for goals and objectives of an educational program.
  • The full continuum of placements and all educational and community resources must be available to the individuals with cognitive impairment. The determination of the least restrictive placement must be based on assessment data. 
  • The education of individuals with cognitive impairment should begin as early as possible and continue as long as needed.  In all facets of life, transitions from one period to the next are critical.
  • The program for preparing teacher education students to teach individuals with cognitive impairment should cover all areas of learning including academic, social, daily living, and prevocational/vocational. The program must be based on research data and best practice.
  • The standard curriculum is the base for building an individual educational program for individuals with cognitive impairment.
  • The schools, as well as the teachers and other school professionals, are an integral part of the community. The special education teacher should provide both direct and indirect services and support to the community. 
  • A role of a teacher education program is to meet the educational needs of Michigan individuals.

The Michigan Department of Education’s curriculum standards and current best practices should be the platform on which the teacher education program builds. A goal of the program is to provide leadership in the development of improved instructional program.   

 

Throughout the Endorsement Programs, the candidate learns to employ multiple methods and multiple models for a variety of learning styles. The students learn about modality differences both input and output, relative to knowledge, skills, and concepts. The student has the opportunity to learn techniques, to include modality preference and modality strength and weakness and instructional strategies for the different learning styles. In addition to the modality learning styles, other models presented and rehearsed are: the whole to part learning style, the massed end spaced practice, and the speed and time factor style to name some of the models. These are introduced and rehearsed in the methods course and the procedures course. During the directed teaching, the candidate will experience implementation of using a variety of these models.

FIELD EXPERIENCES:

The special education program is heavily based in field experiences illustrating the balance of theory into practice. Field hours for special education are in addition to the required hours for the general education courses. Some courses have field activities, but the following core special courses have field experiences and hours to fulfill:

Core Special Education Courses

SED 312 Introduction to Special Education

Semester hours: 3

Field Experience: 30 clock hours in a classroom with students with learning disabilities. This can be in a resource room, self-contained classroom, or inclusion classroom. Students tutor individual children/youth. Students spend a minimum of 15 hours in a special education classroom and 5 hours in an inclusion setting. 

SED 342 Parent-School Partnership: Special Education

Semester hours: 2

Field experience: 10 clock hours working with a family. Observing the interaction of the family, interviewing the family, and developing a family plan related to the IEP are some of the field activities. This can be MAPS or another family planning model. 

SED 343 Assessment And Evaluation Of Students With Disabilities 

Semester hours: 3

Field Experience: 10 clock hours in face-to-face assessment time in a K-12 school. Six of the hours must be spent in individual assessment and four hours in group assessment.  At least one assessment must be from the elementary level and at least one assessment from the secondary level.

SED 349 Special Education in an Urban Setting

Semester hours: 1  

Field Experience: 20 clock hours completing field activities in a special education classroom in an urban setting teaching both small and large group lessons. This course is taken during the junior year and placements are made directly into classrooms concurrently with EDU 349.

SED 351 Behavior Management

Semester hours: 2

Field Experience: 10 clock hours working closely with the classroom teacher in developing behavior plans for managing individual, small group, or large group behavior in a special education classroom. This course is taken during the junior year concurrently with EDU 351.

EDU 334 Strategies For Teaching Reading In The Elementary School

Semester hours: 3

Field Experience: 20 clock hours where students will use and apply course materials with K-8 students. Students instruct children in reading using a variety of method and techniques. Students will demonstrate their understanding of strategies for creating interactive, child-centered classrooms that facilitate the construction of meaning from a literacy perspective. 

EDU 335: Strategies For Teaching Reading Through The Content Areas In The Secondary School.

Semester hours: 3

Field Experience: 20 clock hours where students will use and apply course materials with secondary level students. Using the content areas, the university student will instruct the student in reading skills. A variety of content areas will be used. The student will use materials appropriate for age and reading level.

SED 344 Early Childhood and Special Education

Semester Hours: 3

Field Experience: Twenty hours of field experience in a special needs or inclusion program is required. During the field hours observation and interactions occur in a one-on-one manner. A case study is then developed based on the experience.

Field Experiences Specific to the Learning Disabilities Program:

SED 334: Strategies For Teaching Reading to Students with Learning Disabilities 

Semester hours: 1

Field experience: 10 clock hours teaching reading to students identified with a learning disability. Students teach individual students and small groups in reading skills. This course is taken concurrently with EDU 335 or EDU 334.

SED 361 Introduction to Learning Disabilities

Semester hours: 3

Field Experience: 30 clock hours observing, tutoring and instructing of children with learning disabilities in a classroom setting. The instruction must be for a minimum of five consecutive lessons in each of three skill areas, i.e. math, reading, written expression. Lessons plans are to be approved by the cooperating teacher before lessons begin.

SED 362 Methods And Strategies For Teaching Children With Learning Disabilities

Semester hours: 4

Field Experience: 30 clock hours in a learning disabilities setting. If the field experience in SED 361 Introduction to Learning Disabilities course was in an elementary setting, the field experience in this methods course must be either a middle grades or secondary setting. After being assigned a group of students, the candidate will develop, implement, and evaluate 5 sequential lessons in two skill areas and one social skill or one study skill area.  The lessons may be designed for individual, small group or large group. The cooperating teacher must approve the lessons prior to teaching.

Field Experiences Specific to the Cognitive Impairment Program:

SED381 Nature And Need For Individuals Cognitive Impaired

Semester hours: 3

Field Experience: 30 clock hours observing, tutoring and instructing of children with learning disabilities in a classroom setting. The instruction must be for a minimum of five consecutive lessons in each of three skill areas, i.e. math, reading, written expression. Lessons plans are to be approved by the cooperating teacher before lessons begin.

SED382 Methods And Strategies For Teaching Individuals With Mild cognitive

Impairment

Semester hours: 2

Field Experience: 20 clock hours in a setting for students with mild cognitive impairment. If the field experience in SED381 Nature And Need For Individuals Cognitive Impaired course was in an elementary setting, the field experience in this methods course must be either a middle grades or secondary setting. After being assigned a group of students, the candidate will develop, implement, and evaluate 5 sequential lessons in two skill areas and one social skill or one daily living skills skill area.  The lessons may be designed for individual or small group. The cooperating teacher must approve the lessons prior to teaching. 

SED383 Methods And Strategies For Teaching Individuals With Mild cognitive

Impairment

Semester hours: 2

Field Experience: 20 clock hours in a setting for students with mild cognitive impairment.

After being assigned a group of students, the candidate will develop, implement, and evaluate 5 sequential lessons in two skill areas in two different domains.  The lessons may be designed for individual or small group. The cooperating teacher must approve the lessons prior to teaching. 

SED385 Strategies For Fundamental Reading and Functional reading

Semester hours: 2

Field experience: 15 clock hours teaching reading to students identified with a cognitive impairment. Students teach individual students and small groups in reading skills related to functional living and functional living. 

 

Elementary Comprehensive Major with Special Education-Learning Disabilities K-12:

 

SED 341 Procedures

2

SED 342 Parent-School Partnership: Special Education

2

SED343 Assessment & Evaluation of Students with Disabilities

3

SED 344 Early Childhood & Special Education

3

SED 345 Collaboration & Special Education

3

SED 334 Strategies for Teaching Reading to Students with Learning Disabilities

1

EDU335 Strategies for Teaching Reading in the Secondary School

3

SED 349 Special Education in the Urban Setting

1

SED 351 Behavior Management

2

SED 361 Introduction to Learning Disabilities

3

SED 362 Methods & Strategies for Teaching Children with Learning Disabilities

4

EDU 372 Secondary Core Method

3

SED 421 Educational Technology & Assistive Technology for Students with Disabilities

1

SED480 Directed Teaching

8-11

SED 495 Directed teaching Seminar: Special Education

1

Special Education Core

40-43

Elementary Comprehensive Major

45

Liberal Arts

35

Education Core

35-38

Total

155-161

Elementary Comprehensive Major with Special Education-Cognitive Impairment K-12:

 

SED 341 Procedures

2

SED 342 Parent-School Partnership: Special Education

2

SED343 Assessment & Evaluation of Students with Disabilities

3

SED 344 Early Childhood & Special Education

3

SED 345 Collaboration & Special Education

3

EDU335 Strategies for Teaching Reading in the Secondary School

3

SED 349 Special Education in the Urban Setting

1

SED 351 Behavior Management

2

EDU 372 Secondary Core Method

3

SED 421 Educational Technology & Assistive Technology for Students with Disabilities

1

SED381 Nature & Need of Individuals with Cognitive Impairment

3

SED382 Methods & Strategies for Teaching Individuals with Mild Cognitive Impairments

2

SED 383 Methods & Strategies for Teaching Individuals with Moderate & Severe Cognitive Impairments

2

SED384 Transition & Career Education for Individuals with Cognitive Impairment

3

SED385 Strategies for Teaching Fundamental & Functional Reading

2

SED480 Directed Teaching

8-11

SED 495 Directed teaching Seminar: Special Education

1

Special Education Core

44-47

Elementary Comprehensive Major

45

Liberal Arts

35

Education Core

35-38

Total

159-165

Secondary Content Major with Special Education-Learning Disabilities K-12:

 

SED 341 Procedures

2

SED 342 Parent-School Partnership: Special Education

2

SED343 Assessment & Evaluation of Students with Disabilities

3

SED 344 Early Childhood & Special Education

3

SED 345 Collaboration & Special Education

3

SED 334 Strategies for Teaching Reading to Students with Learning Disabilities

1

EDU 334 Strategies for Teaching Reading in the Elementary School

3

SED 349 Special Education in the Urban Setting

1

SED 351 Behavior Management

2

SED 361 Introduction to Learning Disabilities

3

SED 362 Methods & Strategies for Teaching Children with Learning Disabilities

4

EDU 371 Elementary Core Method

4

SED 421 Educational Technology & Assistive Technology for Students with Disabilities

1

SED480 Directed Teaching

8-11

SED 495 Directed teaching Seminar: Special Education

1

Special Education Core

41-44

Secondary Content Major

44-75

Liberal Arts

35

Education Core

36-39

Total

156-163

Secondary Content Major with Special Education Cognitive Impairment K-12:

 

SED 341 Procedures

2

SED 342 Parent-School Partnership: Special Education

2

SED 343 Assessment & Evaluation of Students with Disabilities

3

SED 344 Early Childhood & Special Education

3

SED 345 Collaboration & Special Education

3

EDU334 Strategies for Teaching Reading in the Elementary School

3

SED 349 Special Education in the Urban Setting

1

SED 351 Behavior Management

2

EDU 371 Elementary Core Method

4

SED 421 Educational Technology & Assistive Technology for Students with Disabilities

1

SED381 Nature & Need of Individuals with Cognitive Impairment

3

SED382 Methods & Strategies for Teaching Individuals with Mild Cognitive Impairments

2

SED 383 Methods & Strategies for Teaching Individuals with Moderate & Severe Cognitive Impairments

2

SED384 Transition & Career Education for Individuals with Cognitive Impairment

3

SED385 Strategies for Teaching Fundamental & Functional Reading

2

SED480 Directed Teaching

8-11

SED 495 Directed teaching Seminar: Special Education

1

Special Education Core

45-48

Secondary Content Major

44-75

Liberal Arts

35

Education Core

36-39

Total

160-197

At all levels the candidates are exposed to non-discrimination and equity at Siena Heights University. The University has a non discrimination policy and a managing officer for issues related to equity.

Throughout the liberal arts program the students are required to take classes that expose them to diversities and the related issues.

The Teacher Education Program has a required course on urban education that exposes the students to diverse populations. Issues of gender, religion, and race are discussed in the course. The students are required to spend a portion of their field in urban settings.

The Special Education Program pays close attention to equity issues. Litigations related to equity are presented and studied throughout the program.

Special Education Program Outcomes and Objectives and alignment with the Teacher Education Outcomes (EDU) & Liberal Arts Outcomes (LA):

The objectives and outcomes for Siena Heights University’s endorsement in special education (cognitive impairment & learning disabilities) are built on the premise that teachers of individuals with disabilities must be knowledgeable and competent both in designing appropriate programs and implementing learning programs. The candidates are self-confident, inquisitive and thoughtful in their practice. The special education program at Siena Heights strives to create teachers dedicated to and capable of developing superior educational programs for individuals who have learning disabilities & cognitive impairments (mild through severe). In preparing candidates to assume professional roles in schools, the teacher education program emphasizes understanding educational & legal issues related to special education from a global perspective using observations, practice, experimentation, and action research to discover how individuals with disabilities learn and how schools and other educational settings can provide programs that meet the needs of the students. The special education program is based in university classrooms, public schools, private schools, as well as community settings. The program is a blend of theory and practical application.

  • The candidate will be able to articulate philosophical, historical, and legal foundations of special education that are consistent with national, state, and local standards. (EDU: 2,6) (LA:1)
  • The candidate will demonstrate knowledge of research-based causes & characteristics of individuals with learning disabilities & cognitive impairments (mild to severe). (EDU: 2,7) (LA: 8)
  • The candidate will be able to select, design, use, & interpret appropriate assessment, diagnosis, and evaluation techniques that are consistent with research-based information. (EDU: 2,3,7) (LA: 4)
  • The candidate will be able to use instructional content and practices to include assistive technology that are based on research and “Best Practices.” Areas include but not limited to: Reading and language arts skills, Math skills, Study skills and problem-solving skills, Transition, Pre-vocational skills, Employability, Social skills, Daily Living, & Leisure/ Recreation. (EDU: 2,4,6,7) (LA: 3,4,6)
  • The candidate will be able to design, implement, & manage teaching and learning environments inclusive of early childhood through adulthood that stimulate learning in all areas including academic, social, daily living, and prevocational/vocational. (EDU: 3,4,8) (LA:3,4,5,7)
  • The candidate will be able to collect, organize, analyze and transmit data using appropriate management and ethical skills. (EDU: 1,2,3) (LA: 4,7,)
  • The candidate will develop a sound understanding & application of appropriate communication & collaboration using a number of models in the RTI/IEP/ITP/504 process, parent interactions, collaboration and consultation in school and community settings and situations. (EDU: 1,2,3,4,5,8) (LA: 5,7,8,)
  • The candidate will consistently demonstrate professionalism and ethical practices in classes and in field setting; recognizing the critical importance equity and diversity play in a productive professional setting. (EDU:1,3,5,8) (LA: 7,8,9)
  • The candidate will demonstrate the ability to manage and teach appropriate social behavior and social interaction skills to students with learning disabilities. (EDU: 4,7,8,) (LA: 9)