EDF250

Introduction to Special Education

This course provides an overview of the field of special education, including the historical foundations, legal mandates, service models, and instructional practices used to support children and youth with disabilities. Students explore the characteristics of major disability categories as defined by federal and New York State regulations, with emphasis on inclusive education, culturally responsive practices, Universal Design for Learning (UDL), assistive technology, and collaboration among professionals and families. Course topics include Individualized Education Programs (IEPs), evaluation and eligibility processes, early intervention and preschool services, transition planning, and the rights of students with disabilities under IDEA, Section 504, and the ADA. Equivalent to HUS250.

Course Learning Outcomes:

1. Describe the purpose of major federal and NYS special education laws by accurately summarizing each law’s requirements and providing concrete examples of how they influence school practice.
2. Describe the characteristics and support needs associated with each category of the Individuals with Disabilities Education Act (IDEA) by producing a chart, written summary, or presentation that clearly classifies and outlines all categories and their implications for service delivery.
3. Evaluate how significant historical movements and landmark court cases have shaped contemporary professional policies and practices regarding disability rights.
4. Identify each step in the referral, evaluation, eligibility, and service-delivery process by correctly listing and sequencing the steps and naming the roles of multidisciplinary team members.
5. Interpret the essential components of an Individualized Education Program (IEP) by clearly explaining the purpose and meaning of each section, with attention to cross-disciplinary collaboration.
6. Develop a brief support or intervention plan by selecting instructional or accommodation strategies that align with the goals and services in a student’s IEP.
7. Demonstrate principles of inclusive practice by developing a lesson plan, intervention strategy, or support approach that incorporates Universal Design for Learning (UDL), differentiation, and positive behavioral supports.
8. Analyze case examples to determine which assistive technologies and related services optimally support communication, mobility, participation, learning, or engagement, providing evidence-based rationale for selections.
9. Analyze a scenario to identify how culturally and linguistically responsive approaches influence assessment, service delivery, and engagement with individuals and families.
10. Identify major transition points across the lifespan for individuals with disabilities and map the trajectory from early intervention to adulthood, highlighting necessary planning activities at each stage.
11. Interpret the lived experiences of individuals with disabilities by writing a reflection that conveys empathy, articulates advocacy priorities, and identifies strengths-based strategies for educational, clinical, or human service applications.

Effective Term: Fall 2026

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