ECT-Collaborative Teacher Education

ECT 519. Methods of Reading Assessment, Instruction & Intervention. 3 Hours.

This 3-hour course addresses knowledge and skills needed for selecting, administering, analyzing, interpreting, and discussing reading assessments. The foci of the course include utilizing the assessment data for the development of differentiated reading instruction, targeted intervention, and special education referral and review.

ECT 520. Formative and Summative Assessment. 3 Hours.

In-depth analysis of testing, assessment, and accountability applied to special education. This course focuses on the analysis of applied issues such as standards-based reform, annual yearly progress, response to intervention, and program effectiveness. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 521. IEP Programming and Lesson Planning. 3 Hours.

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of developmentally appropriate curriculum-based assessments, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 522. Language and Communication Facilitation. 3 Hours.

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. This course includes an overview of typical language development and research on effective naturalistic communication interventions. Candidates incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 523. Instructional Methods. 3 Hours.

This course provides information on research-based instructional strategies for equipping students with disabilities with the skills and knowledge to help them thrive in the classroom and beyond the school day. Particular emphasis is placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming are addressed. Students incorporate data-based decision making, IEP development, and lesson planning to teach students with disabilities.

ECT 524. Sensory, Health and Physical Methods. 3 Hours.

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge to help them thrive in the classroom and beyond the school day. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 525. Positive Behavioral Supports. 3 Hours.

This course presents definitions and measurements of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students incorporate data-based decision making, IEP development, and lesson planning to teach students with disabilities.

ECT 526. Assistive and Instructional Technology. 3 Hours.

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 527. Collaborative Processes. 3 Hours.

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, related service personnel, agencies, paraprofessionals, and other professionals.

ECT 528. Legal Issues and Trends. 3 Hours.

This course explores current laws and trends relating to special education.

ECT 529. Teaching Literacy and Reading in Inclusive Settings. 3 Hours.

The purpose of this course is to provide teacher candidates with an understanding of a balanced approach to literacy and research -based best practices for supporting literacy development among a diverse population of students. This knowledge affords teachers the ability to choose curricular goals, design instruction, promote student achievement, and assess and /or report student to a variety of stakeholders.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C]

ECT 530. Effective Teaching and Learning. 3 Hours.

This course focuses on the effective teaching and learning of students with disabilities. Course work will focus on planning appropriate lessons that support the student, ways to engage all learners and analyze teaching effectiveness. Candidates will also learn ways of using feedback to guide further learning and ways of using assessment to inform instruction.
Prerequisites: EDU 500 [Min Grade: C] and ECY 600 [Min Grade: C]

ECT 531. Internship in Collaborative Teaching. 3-9 Hours.

These courses are required in UAB’s Alternative Master's Program (AMP) for a Master of Arts in Education with Alternative Class A certification for teaching in the following areas: Collaborative Teacher K-6 and Collaborative Teacher 6-12. The purpose of ECT 531 is to prepare teachers to use best practices for teaching within their content area. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a certified teacher shall require competence to teach as demonstrated in an internship of a full semester of full-time student teaching. Collaborative Teacher K-6 and 6-12 interns have two placements to satisfy their K-6 and 6-12 certification requirements.

ECT 532. Student Teaching Seminar. 1 Hour.

This course accompanies student teaching/internship to support and extend the efforts of student teaching. The course focuses on the successful completion of edTPA assignments and submission.

ECT 554. Communication & Technology Applications In Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide information on communication facilitation and assistive and instructional technology applications for young children with delays or disabilities. The course examines the use of various communication systems, naturalistic communication strategies, computer-based instruction and management systems, issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for young children with delays or disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Candidates incorporate evidence-based decision-making, IFSP and IEP development, and program planning to facilitate communication and provide instruction for young children with delays or disabilities and their families.

ECT 555. Early Primary Curriculum and Methods. 3 Hours.

Universal design, response to intervention, and co-teaching are central components of this course. This course provides information on providing evidence-based instructional strategies and support to young children (K-3) with delays or disabilities. The intent is to equip children (K-3) with the skills and knowledge to help them thrive in the classroom, as well as other settings. Particular emphasis is placed on applied teaching strategies for the acquisition and generalization of skills.

ECT 580. Early Numeracy Foundations and Algebraic Thinking. 3 Hours.

This course focuses on mathematics content, teaching standards, and interventions at the K–6 grade level with an emphasis on foundational numeracy skills and algebraic thinking. Instruction centers on blending conceptual understanding and computation, as well as examining how students develop early numeracy skills through counting, base-ten operations, number strings, and multiple representations. Candidates analyze instructional tasks through the dual lens of learner and teacher, use student data (including early numeracy screeners), and apply evidence-based practices to support diverse learners, including students with dyscalculia. Alignment with NCTM Standards and the Alabama Numeracy Act is emphasized.

ECT 581. Developing Proportional Reasoning and Problem Solving Skills for All Learners. 3 Hours.

This course focuses on strengthening proportional reasoning and problem-solving skills for K–6 learners through inquiry-based mathematics instruction. Rather than focusing on only computation, the course supports conceptual understanding through inquiry-based tasks that promote applied knowledge, discourse, and productive struggle. Candidates engage in problem-solving experiences, analyze instructional strategies, and examine how to support all learners in developing their proportional and geometric reasoning skills across contexts. The course aligns with the National Council of Teachers of Mathematics Standards and the Alabama Numeracy Act.

ECT 619. Methods of Reading Assessment, Instruction, and Intervention. 3 Hours.

This course addresses knowledge and skills needed for selecting, administering, analyzing, interpreting, and discussing reading assessments. The foci of the course include utilizing the assessment data for the development of differentiated reading instruction, targeted intervention, and special education referral and review.

ECT 620. Formative and Summative Assessment. 3 Hours.

In-depth analysis of testing, assessment, and accountability applied to special education. The course includes an analysis of applied issues such as standards-based reform, annual yearly progress, response to intervention, and program effectiveness. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 621. IEP Programming and Lesson Planning. 3 Hours.

This course focuses on the diagnosis and evaluation of students with disabilities using a variety of appropriate curriculum-based, criterion referenced, and norm-referenced tests. Emphasis is on the interpretation of information from assessments into Individualized Education Program annual goals and objectives, transition planning, and Response to Intervention planning. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 622. Language and Communication Facilitation. 3 Hours.

This course provides information on communication assessment and intervention procedures useful for teachers of students with disabilities. This course includes an overview of typical language development and research on effective naturalistic communication interventions. Candidates incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 623. Instructional Methods. 3 Hours.

This course provides information on research-based instructional strategies for equipping students with disabilities with the skills and knowledge to help them thrive in the classroom and beyond the school day. Particular emphasis is placed on general instructional strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming are addressed. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 624. Sensory, Health and Physical Methods. 3 Hours.

This course introduces research-based assessment and instructional strategies for equipping students with sensory, health, and physical disabilities with the skills and knowledge to help them thrive in the classroom and beyond the school day. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 625. Positive Behavioral Supports. 3 Hours.

This course presents definition and measurement of behavior, reinforcement strategies, systematic program development, basic formats for classroom instruction, and techniques for monitoring student progress. There is an emphasis on procedures for increasing academic and socially appropriate behavior through simulations and practice exercises. Students incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.

ECT 626. Assistive and Instructional Technology. 3 Hours.

This course examines the use of computer-based instruction and management systems to facilitate classroom instruction. The course includes issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for individuals with disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Students will incorporate data-based decision making, IEP development and lesson planning to teach students with disabilities.
Prerequisites: ECY 600 [Min Grade: C]

ECT 627. Collaborative Processes. 3 Hours.

This course provides a variety of collaborative options for supporting students with disabilities. These include collaborating with families, related service personnel, agencies, paraprofessionals and other professionals.

ECT 628. Legal Issues and Trends. 3 Hours.

This course explores current laws and trends relating to special education.

ECT 631. Practicum in Collaborative Teaching. 3-9 Hours.

The purpose of this course is to prepare teachers to use recommended practices for teaching within their content area. As stipulated by the ALSDE Administrative Code, determining readiness to serve as a certified teacher shall require competence to teach as demonstrated in a focused practicum experience. Field experience is required.

ECT 654. Communication and Technology Applications In Early Childhood Special Education. 3 Hours.

The purpose of this course is to provide information on communication facilitation and assistive and instructional technology applications for young children with delays or disabilities. The course examines the use of various communication systems, naturalistic communication strategies, computer-based instruction and management systems, issues related to the integration of technology into instructional design, a review and analysis of educational software, an exploration of educational considerations of technology for young children with delays or disabilities, an evaluation of assistive technology options, and an overview of instructional and managerial computer applications. Candidates incorporate evidence-based decision-making, IFSP and IEP development, and program planning to facilitate communication and provide instruction for young children with delays or disabilities.

ECT 655. Early Primary Curriculum and Methods. 3 Hours.

Universal design, response to intervention, and co-teaching are central components of this course. This course provides information on providing evidence-based instructional strategies and support to young children (K-3) with delays or disabilities. The intent is to equip children (K-3) with the skills and knowledge to help them thrive in the classroom, as well as other settings. Particular emphasis is placed on applied teaching strategies for the acquisition and generalization of skills. In addition, strategies for implementing individualized and effective programming in all curricular areas are addressed. Candidates incorporate evidence-based decision-making, design instructional programs, provide instruction, and monitor the progress of children K-3 with delays or disabilities. The course also focuses on co-teaching and working as a member of the team along with paraprofessionals, related service personnel, general educators, and families.

ECT 679. Advanced Legal Aspects of Special Education. 3 Hours.

Provides students with an in-depth examination of legal information pursuant to individuals with disabilities. The Individuals with Disabilities Education Act and its related amendments, the Americans with Disabilities Act, and Section 504 of the Improvement Rehabilitation Act are major federal laws reviewed in this course. Special education litigation also is addressed during the course.