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Course Criteria
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3.00 Credits
This course provides an overview of the theories of career development, work adjustment, and the planningSEC327/527 (3 hours)Field Experience II: Curriculum of the Secondary School Prerequisite: Passing scores on GACEIor equivalent. Preservice teachers examine the curriculum and philosophy of the secondary school. Preservice teachers will observe, assist, and teach in a ninth or tenth grade secondary school setting for 55 hours and also participate in a seminar once a week.
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3.00 Credits
Students will examine current theory and practice in career development for individuals with disabilities. Employment strategies including innovative job development, job modification and carving, job creation, and job placement strategies will be explored. Students will learn how to provide supported employment, follow-up, job retention, and post-employment services. Alab experience is required as part of this course. In the lab, students will learn to teach job seeking and job retention skills to individuals from various at-risk groups. Interpretation of assessment results and report writing will be an integral part of the course.
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3.00 Credits
This course will introduce graduate students to rehabilitation research literature and research methodology so that they can become intelligent consumers of research. Students will learn the evaluation procedures necessary to effectively assess services, develop needs assessments, and design research projects. Frequently utilized qualitative and quantitative research approaches will be examined, and students will become knowledgeable about the scientific approach in rehabilitation research, statistics and research design, hypothesis testing, research proposal development and research utilization.
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3.00 Credits
This course examines marriage and families and provides a review and critique of various theoretical approaches. Marital and family relationships are viewed in political and historical context. Specific assessment and counseling interventions are discussed. Special emphasis placed on diverse and special populations. SEC326/526 (3 hours)Field Experience I: Nature and Needs of Secondary Students Preservice teachers examine the nature and needs of secondary students. Preservice teachers will observe, assist, and teach in a seventh or eighth grade school setting for 50 hours and will also participate in a seminar once a week. Background check fee.
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3.00 Credits
Prerequisite: Professional Core I; Corequisite: Professional Core II. This course is designed to introduce preservice teachers to the teaching content reading to adolescents. The focus will be on improving comprehension skills. Diagnosis and remediation strategies will be discussed. RDE452 (3 hours) Teaching Reading This course is designed to provide preservice teachers with knowledge of current approaches and methods for teaching reading in elementary schools. Attention is directed towards emergent literacy, reading skills, reading as part of the lan-guage arts, and planning and organizing a reading program.
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3.00 Credits
The purpose of this course is to introduce teacher candidates to building a literature program and strategies for integrating literature and multicultural education into the classroom cur-riculum. Teacher candidates will have the opportunity to criti-cally survey literature for children and to consider a variety of teaching techniques. Social issues and multicultural factors presented in literature for children will be explored.
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3.00 Credits
This course is designed to provide preservice teachers with an understanding of difficulties in reading, assessment pro-cedures for diagnosing reading difficulties, and strategies for corrective treatment through class discussion and through working with struggling readers.
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3.00 Credits
This course will cover such topics as how to encourage readers to comprehend text, the connection of reading to writing, and how to adapt instruction to students' reading levels. The focus is on reading to learn in all the curricular areas. Reading in the Content Areas helps middle and high school students "learn to read and read to learn." Teachers will analyze current best practices and research on reading
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3.00 Credits
This course is designed for early childhood educators who want to learn more about the components of a balanced language arts program. Teachers will analyze current best practices and research on reading.
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3.00 Credits
This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement. Teachers will analyze current best practices and research on literacy and language development.
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