Skip navigation links
Home
About Our Program
Program Components
Student Resources
Skip navigation links
Mission Statement
Program Content
Brandman University
Financing
Registration Requirements
Student Resources
Contact Us

Early Childhood Special Education
Added Authorization
(ECSEAA)

Course One – Infants, Toddlers and Preschoolers with Special Needs

  • Offers a broad overview of typical and atypical development of infants, toddlers, and preschoolers.
  • The role of the family and the implementation of interventions in natural environments are a focus to develop skills required to provide services to infants and toddlers.
  • Students will be exposed to interventions that are appropriate to a child’s chronological age, developmental differences, and disability-specific needs.
  • Students develop knowledge of evidence-based practices associated with young children birth to pre K.

Course Two – Working with Families in Early Childhood Special Education 

  • Provide students with skills to effectively interact with families with young children with special needs.
  • Students explore family systems within the context of ethnicity, culture, life experiences, and language diversity.
  • Students develop skills in supporting families through the IFSP/IEP process.
  • The course covers strategies to assist families to access desired services, programs, and activities in their school and community.

Course Three – Assessment and Instruction for Infants, Toddlers and Preschoolers 

  • Offers an in depth review of the required knowledge and skills needed in order for students to determine, develop and implement appropriate assessment and instructional interventions.
  • Students will be exposed to the impact of cultural and linguistic differences and family concerns and priorities affecting choices in assessment and instructional planning.
  • The course reviews the IDEA requirements for assessment and evaluation as required by IDEA Part B and C.

Course Four – Supervised Field Experience – Project in Early Childhood Special Education 

  • Offered concurrently with Course Three – Assessment and Instruction for Infants, Toddlers and Preschoolers, and covers assessment and Instruction for Infants, Toddlers and Preschoolers with IFSPs and IEPs.
  • The course offers students supervised field experience in order to complete 2 full case studies.
  • One case study will be focused on infants/toddlers and the other case study will be focused on preschoolers.
  • Students participate as part of a multidisciplinary team to assess and develop an appropriate IFSP or IEP.
  • Students are required to develop and implement strategies to meet IFSP or IEP goals and objectives using individual and group interventions.
  • Students develop skills in working with paraprofessionals to implement a student’s educational program.
  • Students implement strategies to monitor student progress based on the student’s IFSP or IEP goals.

  Orthopedic Impairment
Added Authorization
(OIAA)
 

Course One – Characteristics of Students with Orthopedic Impairments 

  • Offers a broad overview of the characteristics and psychosocial implications for students with physical disabilities birth to age 22.
  • The course prepares candidates to address functional limitations of movement and/or sensation, health impairments, and mild/severe intellectual impairments.
  • Candidates explore the domains of cognitive, communication,
    fine/gross motor, social/emotional, self-care as they relate to the provision of service to students with OI.
  • The impact of OI for students in settings such as school, home and community will be explored.

Course Two – Assessment, Communication, Educational Access and Adaptations for Students with Orthopedic Impairments  

  • Provides information regarding appropriate assessment practices to drive program decisions for delivery of specialized services in the LRE.
  • Candidates identify and support essential skills, accommodations and modifications needed for students with OI to be successful in a variety of instructional settings.
  • Candidates develop skills to implement appropriate assistive technology supports for students with OI.

Course Three – Specialized Health Care and Supports for Student with Orthopedic Impairments

  • Candidates learn to implement specialized health care methodologies, regulations, and technological procedures based on student IHCP’s to support a safe environment for students with OI.
  • Consistent and safe use of universal precautions, specialized equipment, mobility devices and sensory accommodations will be a focus of the course.
  • Candidates learn the knowledge to implement alternate forms of mobility, utilize safe lifting, positioning and feeding techniques.
  • The course provides knowledge regarding the storage and safe operation of medical equipment.

Course Four – Transition and Collaborating with Families and Other Service Providers for Students with Orthopedic Impairments 

  • Provides candidates with the knowledge and skills to effectively participate as a member of a collaborative team that serves a student with OI.
  • Candidates learn the essential skills needed to support students as they transition into/from hospitals and rehabilitation facilities.
  • The course provides the candidates with the knowledge necessary to effectively support students with OI through post-school placements/agencies and services through the appropriate development of an ITP.

  

Traumatic Brain Injury
Added Authorization
(TBIAA)
 

Course One – Characteristics of Students with Traumatic Brain Injury

  • This course will offer a broad overview of the unique characteristics, as well as challenges related to the neurology of the disability.
  • The course will review the neurological impact related to open/closed head injuries of students with TBI birth to age 22.
  • Candidates will explore the following areas: cognitive, language, memory, perceptual, attention, reasoning, abstract thinking, judgement, problem solving, psychosocial behavior, physical functions, sensory, motor abilities, information processing and speech as the relate to the provision of services for students with TBI.

Course Two – Teaching and Learning for Students with Traumatic Brain Injury

  • The course will provide board review current evidenced based instructional methodologies, technology, setting and accommodations/modifications for students with TBI.
  • The course will review appropriate assessment practices for student with TBI.
  • Candidates will develop skills to implement instructional methodologies, assessment, and assistive technology supports for students with TBI.

Course Three – Behavior and Emotional Strategies for Students with TBI

  • The course will provide a broad review of current behavioral intervention strategies and supports within the classroom setting for students with TBI.
  • Interventions and strategies reviewed will also include TBI related areas of impact such as self-concept and emotional well-being as these areas relate to diminished loss of prior abilities.

Course Four – Collaborating with Other Service Providers

  • The course will provide a broad review of current models of collaboration with regard to the IEP team and relationship to services, service providers and student needs for success in the classroom.
  • This course will include weekly activities and field work for candidates to participate in and gain skills needed to collaborate with service providers.