This course provides an introduction to the field of elementary special education, focusing on the characteristics of students with exceptionalities, instructional strategies, and legal and ethical foundations. Students will explore the 13 disability eligibility categories under the Individuals with Disabilities Education Act (IDEA) with a specific emphasis on Rhode Island’s special education policies, resources, and frameworks. The course emphasizes the identification, classification, and instructional strategies needed to meet the diverse learning needs of students with disabilities and the continuum of alternative placements under IDEA, co-teaching models, and examine Rhode Island’s approach to inclusion, early intervention, Multi-Tiered System of Supports (MTSS), and Individualized Education Program (IEP) development, as well as partnerships with families and local agencies.

This course introduces teacher candidates to the tools to implement evidence-based instructional and behavioral management strategies for elementary students in special education. Special emphasis is placed on the Rhode Island educational context, integrating culturally responsive practices and addressing systemic inequities that impact historically marginalized groups. Candidates will explore the principles and applications of Multi-Tiered Systems of Support (MTSS), with a focus on equity-centered strategies, Positive Behavior Intervention and Support (PBIS), and functional behavior assessments. Assignments will utilize policies, data, frameworks, regulations and policies, with an aim to prepare candidates for roles as educators who foster inclusive and equitable classrooms.

This course introduces teacher candidates to foundational concepts of data collection and assessment in the context of elementary special education. Through hands-on application of assessment strategies and tools, teacher candidates will develop practical skills that can be directly applied in classroom settings. The effective use of data for educational planning, and the role of ongoing assessment and progress monitoring in tracking student growth will support teacher candidates with exploring various types of assessments – including diagnostic, formative, and summative assessments – and learn how to use data to make instructional decisions. An emphasis on the development of assessment plans, data-based individualization (DBI), administering and analyzing formative assessments, designing summative assessments, and student progress monitoring will help prepare teacher candidates to use data effectively in meeting the diverse needs of students within special education. By engaging in case studies, interactive activities, and the creation of real-world tools, students will be able to apply these concepts directly in their field placements or classroom environments.

This course equips teacher candidates with the knowledge and skills to implement evidence-based literacy instruction and support for elementary students in special education with a focus on the Science of Reading and the Rhode Island Right to Read Act. Emphasis is placed on understanding literacy challenges, designing inclusive literacy strategies, and fostering culturally responsive and equitable practices. Candidates will explore interventions aligned with Multi-Tiered Systems of Support (MTSS), Universal Design for Learning (UDL), and individualized instructional planning to meet diverse needs. Key components include understanding the Rhode Island Right to Read Act, teaching literacy through a social justice lens, and foundational literacy development principles (phonics, phonemic awareness, fluency, vocabulary, comprehension, and writing) .

This course is designed to equip teacher candidates with evidence-based instructional strategies and hands-on support for STEM (Science, Technology, Engineering, and Mathematics) education tailored to elementary students in special education. Emphasis is placed on experiential learning, inclusive practices, and fostering inquiry-based exploration in alignment with the principles of Universal Design for Learning (UDL). The course highlights culturally responsive STEM teaching, tactile learning, assistive technology, and the use of AI in education, as well as adherence to the Next Generation Science Standards (NGSS). Through collaborative projects and hands-on activities, candidates will learn to develop and implement STEM lessons that support diverse learning needs.

This course provides an overview of the foundational principles of special education with a focus on addressing the needs of culturally and linguistically diverse (CLD) elementary students with disabilities. Candidates will explore evidence-based practices for assessment, instruction, and individualized planning, including the development of Individualized Education Plans (IEPs) that

integrate cultural and linguistic factors. The course critically examines the systemic overrepresentation of BIPOC students in special education, exploring historical, cultural, and institutional factors contributing to this inequity. Candidates will analyze how bias in referral processes, assessment tools, and classroom practices perpetuates disproportionality. This course provides an overview of foundational principles of

special education with a focus on addressing the needs of culturally and linguistically diverse (CLD) elementary students with disabilities. Candidates will analyze how bias in referral processes, assessment tools, and classroom practices perpetuates disproportionality. Particular attention will be given to identifying cultural and linguistic differences in elementary settings that are often misinterpreted as disabilities.