Educational Research in Special Education Through a Cognitive Development Lens

Catalog description

Candidates will be introduced to educational research paradigms, including basic qualitative and quantitative methodology and how primary research should be evaluated. The purpose of quantitative statistics and single subject design will be included. Candidates will generate a survey of the literature in some area related to cognitive development or motivational theory as it relates to special education. To facilitate the candidates' ability to distinguish between difference or delays for students in special education, an overview of typical cognitive development for the K-12 years will be undertaken. Additionally, contrasts will be drawn between the impact on various types of cognitive processing strengths and weaknesses, such as auditory or other sensory processing, memory, concept formation, and problem solving. Discussion will focus on how these issues might impact students with learning disabilities, behavior disorders, intellectual disability, and acquired disorders (traumatic brain injury). Research examples will be utilized. Topics that will be highlighted include those related to self-determination, self-evaluation, time management, and self-advocacy, particularly for the middle and high school years. One objective of the course will be how to use research to support the candidate's use of evidence-based practices, which will be a focus in ISBE edTPA student teaching requirement. Includes a minimum of 16 hours additional laboratory time of observation and analysis of data gathered while working with children, focusing on typical cognitive development and the differential impact of cognitive disorders above.