EEX 4261 - Strategy Instruction and Transitions for Exceptional Students

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS) and
(Prerequisite EEX 3012 with a minimum grade of C and
Prerequisite EEX 3241 with a minimum grade of C)

Course Description

The course addresses curriculum, high leverage practices and technologies available to teach students with exceptionalities. Course topics include problem solving the transitional needs of students with varying exceptionalities. (Note: This course includes a minimum of 10 school-based hours of experience with students with exceptionalities.)

Learning Outcomes and Objectives

  1. The student will explain effective teaching practices for students by:
    1. including evidence-based strategies in critical thinking, executive functioning and metacognition into instructional practice.
    2. using generalizable evidence-based strategies for instructional delivery in various settings and areas of content delivery.
    3. incorporating generalizable evidence-based strategies for written expression in various settings to meet the needs of an individual.
    4. describing evidence-based communication tools for the purposes of collaborating with a support network to meet the needs of students with exceptionalities in a classroom setting.
  2. The student will analyze the process of career and post-secondary transitions for students with exceptionalities by:
    1. completing a career planning assessment for students with exceptionalities for the purposes of planning for secondary transition.
    2. justifying individualized post-secondary transition plans based on career planning assessment reports.
    3. electing individualized strategies to support home, community and employment settings based on career planning assessment reports.
    4. describing evidence based communication tools for the purposes of collaborating with a support network to meet the needs of students with exceptionalities in a classroom setting.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 9/24/02, BOT 11/12/02, Effective 20031. C&I 9/28/04, BOT 11/16/04, Effective 20042(0345). C&I 1/24/06, BOT 2/21/06, Effective 20052(0360) (added Topic 2) C&I 5/25/2010, BOT 7/22/2010, Effective 20101(0430). Curricunet Upload 1/2/13, Removal of topic specific course outlines C&I Approval: 05/16/2014, BOT Approval: 10/21/2014, Effective Term: Spring 2015 (495). C&I Approval: 02/09/2017, BOT Approval: 03/21/2017, Effective Term: Fall 2017 (535). C&I Approval: , BOT Approval: , Effective Term: Fall 2018 (550).
C&I Approval: , BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  2. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)