I Have This Kid...,Reardon, Fall 2025

Course Number:	EDX 5710 S53
Instructor:	Richard Reardon, Ph.D.
Location:	Online
Dates and Times:	Oct 23, 2025 - Jan 15, 2026. Synchronous video meetings from 4:00-6:00 pm on the following dates: October 23, 2025; November 13, 2025; December 4, 2025 & January 15, 2026, with the remainder of the course in an asynchronous environment.
Credits:	3 Graduate Credits
Tuition:	$1,195

Course Description

This course will provide participants with general strategies to support students with various challenges and disabilities in general education environments and with more specific and individualized strategies for specific students identified by course participants. Each participant will leave with a broader understanding of how to accommodate, modify, scaffold, and differentiate (yes, they are all different strategies) curriculum, instruction, assessment and the learning environment for students with learning and behavioral challenges and will leave with a plan of action for a particular student of their choosing who presents them with substantial intervention challenges.

Audience: Educators K-12 with a Bachelors Degree

Course Goals & Objectives

Course SMART Goals:

Specific

Goal: By the end of this course, the ability to identify and explain at least three evidence-based practices for supporting students with various disabilities in the general education classroom will be demonstrated.
Goal: A support plan containing at least five differentiated instructional strategies for students with various challenges chosen by each participant will be created.

Measurable

Goal: All course assignments will be successfully completed, demonstrating mastery of key concepts with an average score of 85% or higher.
Goal: The components of a SMART IEP goal will be identified and accurately explained in a presentation to a simulated IEP team with 90% accuracy.

Achievable

Goal: A deeper understanding of the legal frameworks (e.g., IDEA) and ethical considerations related to supporting students with disabilities will be developed by actively participating in discussions and completing assigned readings.
Goal: Individual case studies of students with various disabilities will be analyzed, and appropriate support plans for each case will be developed.

Relevant

Goal: This course will equip students with the knowledge and skills necessary to effectively collaborate with parents, specialists, and other educators to create inclusive learning environments.
Goal: Practical strategies for promoting self-advocacy and independence in students with various disabilities will be developed, fostering their ability to express their needs and participate actively in their education.

Time-bound

Goal: By the completion of the course, the ability to develop a comprehensive support plan that incorporates differentiated instruction and accommodations for students with diverse learning needs will be demonstrated.
Goal: Learning will be reflected upon, and three key takeaways from the course that will inform future practice will be identified by the final week of the course.

Course Objectives: By the end of this course, students will develop the skills needed to:

Use clear, specific language, avoid slang, and provide both oral and written instructions.
Encourage peer-to-peer connections, acknowledge students' feelings, and focus on strengths.
Adapt teaching methods and materials to meet individual needs, offering choices and varied learning experiences.
Keep the classroom organized to minimize distractions and help students focus.
Be flexible with assignments, deadlines, and assessment methods to accommodate different learning styles and needs.
Allow students to demonstrate their knowledge through various methods, such as oral presentations, projects, or alternative testing formats.
Encourage peer mentoring and collaboration to foster a sense of belonging and provide natural support.
Teach students to identify their needs, communicate them effectively, and seek help when needed.
Provide opportunities for student choice in activities and projects to promote autonomy and engagement.
Maintain open communication with students and their families to address concerns and ensure a collaborative approach.

Course Schedule/Outline:

Course Schedule:

Session 1- October 23, 2025 - Overview of disabilities, accommodations, modifications, scaffolding, differentiation, UDL
Session 2- November 13, 2025- Unique accommodations, specific strategies for different disabilities, and your case study introductions in triads
Session 3- December 4, 2025- Strategies for engagement, grouping strategies, clear communication, developing individual case study plans
Session 4- January 15, 2026 - showcasing your individual case study plans and feedback loops

Instructor

Richard Reardon, Ph.D.

Ric Reardon, Ph.D., has worked in the field of Special Education K-12 and as an associate professor of special education at the graduate and undergraduate levels. In addition, he served as the district inclusion coordinator for a large school district in Florida monitoring schools for LRE compliance and supporting them in providing meaningful inclusive opportunities for students with disabilities. Dr. Reardon has consulted with school teams, schools, and districts for years in areas such as special education best practices, inclusion, and leadership.

Required Readings/Resources

Costs, if any, for required readings are not included in the course tuition.

Text for the course: How to Be, and Remain, a Compassionate Educator (2025) Anne Emerson, (1st Edition)

ISBN-10 ‏ : ‎ 1032848359

ISBN-13 ‏ : ‎ 978-1032848358

Aas, H. K., Uthus, M., & Løhre, A. (2024). Inclusive education for students with challenging behavior: Development of teachers’ beliefs and ideas for adaptations through lesson study. European Journal of Special Needs Education, 39(1), 64–78

Cole, S. M., Murphy, H. R., Frisby, M. B., & Robinson, J. (2023). The Relationship Between Special Education Placement and High School Outcomes. The Journal of Special Education, 57(1), 13-23.

Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational Psychology Review, 35(1), 30

Francisco, M.P.B.; Hartman, M.; & Wang, Y. (2020). Inclusion and special education. Education Science. 10, 238.

Heiman, T., & Avissar, G. (2024). Facilitators and impediments in inclusive education for students with intellectual developmental disability: Perceptions of school staff and parents in Israel. Journal of Intellectual Disabilities, 28(1), 67–82

For additional course information

Ric Reardon, (802) 558-4803

For additional registration information

Center for Schools Team (802) 468-1325