Special Education Sequence
Evergreen's anticipated Special Education updated course sequence will begin the summer of 2013 (with sufficient enrollment), contact us if interested.
This is a seven course sequence of core special education courses designed to enable students to develop a strong core of special education knowledge and competencies. The number of credits students complete will vary depending on whether or not the individual takes the courses to prepare for an endorsement in special education. Students who are seeking an endorsement will complete the full sequence that includes field experiences. Those who do not wish to prepare for the endorsement may take classess without the field experice component. Please see the course descriptions that follow for more information about these options. To earn the full endorsement, students need to provide evidence that they have met all the state special education endorsement competencies and pass the special education endorsement test (WEST-E 070). This sequence prepared students for the endorsement but does not prepare them for Residency Certification in the state of Washington.
The requirements for this endorsement are guided and adhered to because of the state's need to comply with the "Highly Qualified Teachers" component of the No Child Left Behind Act. Please look at the NEA's Chart for Highly Qualified Teachers and the Office of the Superintendent of Public Instruction's efforts to comply.
- Introduction to Special Education and Special Education Law (Summer, 4 credits)
- Child and Adolescent Development or Lifespan Development (Available at Evergreen in the summer but may be completed elsewhere, 4 credits)
- Assessment of Special Needs and Development of IEPs (Fall)
- Collaboration and Conflict Resolution (Fall)
- Curriculum and Instruction I and IEPs: Literacy, Math, RTI and Differentiation (Winter)
- Curriculum and Instruction II: Adaptive and Assistive Technologies in the Classroom (Spring)
- Behavior and Classroom Management (Spring)
- Professional Seminar in Special Education (Final summer quarter of sequence)
Information About the WEST-E Test for Special Education
Test # 070: Special Education
Other Information for Prospective Students
The Introduction to Special Education and Special Education Law course is a prerequisite for the sequence but is open to anyone.
Students interested in this SPED sequence must meet with Evergreen’s Certification Officer, Maggie Foran, to determine if they have prior coursework applicable to the endorsement. The Certification Officer may also ask for additional evidence from current and prior SPED experiences as evidence of completion of some of the skill competencies. The Certification Officer may waive all or part of Evergreen’s Introduction to SPED course if a similar course has already been completed. The Certification Officer provides signature approval on registration forms to take any courses beyond the Introduction course. Students must also discuss possible field placement site preferences with the Field Placement Officer, Loren Petty, and agree to the placements obtained for the Assessment, Behavior Management and Curriculum courses.
Introduction to Special Education and Special Education Law
9a-1p Mon/Wed, 4 quarter credits
This course is open to all and provides an overview of the history of special education, legislation affecting special needs students and their teachers, general considerations for working with students with disabilities, characteristics of disabilities, and responsibilities of educators. The class is intended for practicing teachers, pre-service teachers who wish to prepare for an endorsement in special education, and any individuals interested in learning more about people with disabilities, their needs, and their rights. Teachers planning to take further courses for the special education endorsement, or students planning to apply to the Master in Teaching Program with a special education endorsement goal please contact Evergreen certification officer Maggie Foran at email@example.com or 360.867.6559 for an endorsement application form to be completed ASAP and before end of May. Current Teachers and Community members encouraged to register by May 29th, payment due June 29.
Assessment of Special Needs and Development of IEPs
Saturdays, 6 quarter credits with practicum, 4 quarter credits if no practicum
This course will cover the central competencies in the area of special education assessment. It will provide a basic knowledge of the purposes, implementation and interpretation of formal and informal assessments. Participants will gain an understanding of how to administer, score/evaluate, interpret and report on formal and informal assessments and analyze the accessibility and appropriateness of assessments for students with disabilities. They will then use this knowledge to determine the effectiveness of an Individual Education Plan, as well as to make modifications and accommodations to the general curriculum. Students planning to be endorsed in special education will take the course for 6 credits, which includes a minimum of 36 hours of practicum activities. Introduction class prerequisite and Teacher Education Programs Director signature for registration required.
Collaboration and Conflict Resolution
Saturdays, 2 quarter credits
This course is open to all and will cover the roles and responsibilities of the special education teacher in relationship to working effectively with parental guardians, paraeducators, classroom volunteers and other team members and service providers. Effective skills in communicating, resolving conflict and collaborating with parents, paraeducators and professionals will be emphsized.
Curriculum and Instruction I and IEPs: Literacy, Math, RTI and Differentiation
Saturdays, 8 quarter credits with practicum, 6 quarter credits if no practicum
This course will cover the advantages and limitations of instructional strategies and practices for teaching individuals with disabilities. Students will learn about modifications and accommodations to integrate exceptional learners into the general education curriculum, and how to design and implement special curricula based on IEP assessment results, and the state's learning goals, EALRs and benchmarks, especially in the core content areas of literacy and math. Response to Intervention and Differentiation models will be emphasized. Students planning to be endorsed in special education will take the course for 8 credits, which includes a minimum of 36 hours of practicum activities. Introduction, Assessment and Collaboration class prerequisites and Teacher Education Prgorams Director signature for registration required.
Curriculum and Instruction II: Adaptive and Assistive Technologies in the Classroom
Saturdays, 3 quarter credits with practicum, 2 quarter credits if no practicum
This course will cover evaluating the need for assistive technologies and how to incorporate them when appropriate to implement progress monitoring; develop, implement and modify instructional plans; for use in classroom, district and state testing; and to increase PK-12 students' adaptive skills. Students planning to be endorsed in special education will take the course for 3 credits, which includes a minimum of 18 hours of practicum activities. Introduction, Assessment, Collaboration, Curriculum and Instruction I class prerequisites and Teacher Education Prgrams Director signature for registration required.
Behavior and Classroom Management
Saturdays, 5 quarter credits with practicum, 4 quarter credits if no practicum
This course is open to all and will cover behavior and classroom management techniques with special education students. Participants will explore the types of diversity in the classroom and learn how to work effectively with diverse learners. They will discuss various classroom management models and identify best practices for effective teaching and learning in individual, small group and large group settings, including the use of Functional Behavioral assessment. Assignments will include designing a learning environment that encourages participation and facilitates behavior management. Participants will also look at federal, state and local guidelines and laws regarding behavior management and discipline in the schools. They will learn to recognize students who are at-risk for violent behaviors and research behavioral techniques for decreasing undesirable behaviors and increasing positive behaviors. Social skills, self advocacy and self management for behavior disordered students will be covered. Students planning to be endorsed in special education will take the course for 5 credits, which includes a minimum of 18 hours of practicum activities.
Professional Seminar in Special Education
4 quarter credits
This course is open to all and covers essential competencies for the special education endorsement not previously addressed in the previous endorsement series courses. Topics include current special education research with an emphasis on best practices; early childhood special education trends and post-secondary environment; standards of ethical practice and resources for further professional for further professional development.
For further information on this sequence contact Maggie Foran at (360) 867-6559.