Laurie J. Daily, Ed.D.
Associate Professor of Education
Ed.D., Argosy University-Sarasota
M.Ed., University of North Carolina at Chapel Hill
B.S., University of Maine at Farmington
Dr. Daily specializes in teaching courses that are related to preparing pre-service teachers to meet the diverse learning and behavioral needs of their students at both the elementary and secondary levels. Her primary research interests are in exploring effective practices that facilitate the inclusion and acceptance of students with disabilities, such as co-teaching as a service delivery model to support students with disabilities in general education classrooms. Prior to joining Northwestern's faculty, she taught undergraduate and graduate courses through Plymouth State University, was the director of a statewide teacher certification program in special education through the University System of New Hampshire, and taught students with special needs in the K-12 population.
- Characteristics of Learners with Mild and Moderate Disabilities
Characteristics of Learners with Mild and Moderate Disabilities (3 credits) An overview of mild/moderate disabilities including historical and theoretical perspectives. Designed for students seeking reading, unified early childhood and special education endorsements. Prerequisite: EDU206.
- Survey of Exceptional Individuals
Survey of Exceptional Individuals (3 credits) This course provides an overview of the history of special education up to and including present day trends and practices in education students with exceptionalities. Various areas of exceptionality are explored, including ways to support students with diverse learning and behavioral needs in inclusionary environments.
- Methods of Working with Young Children with Diverse Needs
Methods of Working with Young Children with Diverse Needs (3 credits, alternate years, consult department) The purpose of this course is to assist the pre-service teacher in developing methods for working with young children with special needs. This course will ask students to demonstrate mastery of the applied competencies in the unified early childhood program, focusing on interdisciplinary, inclusionary, and family centered practices.
- Transition for Students with Mild to Moderate Disabilities
Transition for Students with Mild to Moderate Disabilities (2 credits, alternate years, consult department) A study of the job opportunities and training for the adolescent mentally disabled student. Prerequisites: EDU206 and 235.
- Working with Parents
Working with Parents (2 credits, alternate years, consult department) This course is designed to investigate approaching trends and issues pertinent in developing professional relationships between the special education staff and other individuals associated with the special needs learner. Prerequisite: EDU206.
- Behavior Management and Classroom Instruction
Behavior Management and Classroom Instruction (3 credits) This course is designed to provide an overview of various models for classroom and behavior management. The course will emphasize both theoretical and practical dimensions of behavior and social concerns. Prerequisite: EDU206.
- Communication and Collaborative Partnerships for Special Educators
Communication and Collaborative Partnerships for Special Educators (2 credits, alternate years, consult department) This course provides strategies for working with regular classroom teachers, support services, personnel, paraprofessionals and other individuals involved in the educational program. Prerequisite: EDU206.
- Language Learning and Reading Disabilities
Language Learning and Reading Disabilities (3 credits) This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements. Prerequisites: EDU326 and 343.
Professional involvements and accomplishments
- Iowa State Review Panel/Accreditation Teams
- Advisory board participation for teacher education programs
- Task force participation at the state level for certification standards and at the institutional level for the development of learning goals
- Officer/member of state associations
- Successfully written and directed several grants related to program improvement and teacher quality
- Association for Supervision and Curriculum Development
- Council for Exceptional Children
- Learning Disabilities Association-Iowa