ISN 301  Professional Practice I (3)                                                                                       

Practical experience on methods of teaching school subjects in Inclusive school setting.  Class management strategies and other functions performed by teachers in schools.

ISN 302   Fundamentals of Reading (3)                                                                                 

The development of reading skills in children and adolescents from readiness skills to the competent reader are presented, organized by the five areas of reading: phonemic awareness, phonics decoding, fluency, vocabulary, and comprehension. Quality reading instructional programmes is also examined.

ISN 303  Teaching Methodologies in Science (2) {Concurrent with GNS 301}    

A preview of the general education curriculum in the sciences is provided and effective teaching methods for teaching in that content area are presented as a basis for student knowledge of the standard educational curriculum used in classrooms for future work in inclusion classrooms.

ISN 304  Collaboration in General Education (includes practicum experience) (3)

Inclusive education entails not just having students with disabilities in schools with their peers, but teachers – special education teachers and general education teachers – working together to meet instructional needs.  This course provides fundamental skills for such collaborative work:  general quality communication skills such as giving and receiving feedback; the data-based decision-making model; and the logistics of working together.  {If taken concurrent with ISN 305, collaboration between the student and a general education teacher is to be accomplished in regard to a reading need as the practicum for this course.} [If not taken concurrent with ISN 305, collaboration with a general education teacher is to be designed for the student as the practicum for this course.]

ISN 305  Teaching Reading: A Practicum (3) {could be concurrent with ISN 303}   Researches on multiple intervention strategies for students with reading disorders in the five areas of reading are explored. Students plan and implement several such interventions with school-aged students in selected educational settings and gather curriculum-based assessment on effectiveness of same over at least six weeks of instruction.   {At least one practicum assignment in this course can be coordinated with ISN 303}.           

ISN 306  Teaching Methodologies in the Social Sciences (2)                                            

A preview of the general education curriculum in the social sciences is provided and effective teaching methods for teaching in that content area are presented as a basis for student knowledge of the standard educational curriculum used in classrooms for future work in inclusion classrooms.                

ISN 307 Teaching Methodologies in Mathematics (2)                                                      

The development of mathematics skills in children and adolescents from readiness skills to the competent user of elementary mathematics are presented, organized by the five areas of mathematics instruction: numbers and operations, measurement, data analysis and probability, geometry, and algebra.  Quality instructional programs in mathematics are also examined.

ISN 308 Planning Adaptive Instruction (includes practicum experience) (3)    

This course focuses on the knowledge and skills needed to move from consideration of learners’ characteristics and needs to planning, designing, and implementing individualized education plans, lessons and instructional activities, and instructional adaptations to effectively support the learning of students with learning disabilities and/or behavioral disorders. These activities are to be implemented in selected school settings, thus the practicum for this course.

ISN 309 Formative Assessment (includes practicum experience) (3) {Concurrent with ISN 307}                               

Curriculum-based assessment, including curriculum-based measurement (CBM), as methods for determining instructional needs and monitoring student progress through curricula, are the content of this course, along with alternative methods for assessing and grading student performance.  The student is to systematically measure and evaluate the effectiveness of curricular adaptations and/or modifications in instructional strategies on student learning that have been implemented in their ISN 307 activities.