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Course Criteria
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3.00 - 12.00 Credits
This course provides strategies for identifying, anticipating, preventing and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments, and structuring individual and group learning activities, so that instruction is enhanced, social interactions are increased and problem behaviors are prevented. Successful completion of EDU 110 is highly recommended.
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3.00 - 8.00 Credits
This course provides knowledge of characteristics, definitions and methods for managing and teaching students with mild/moderate behavioral disorders. The course will include strategies for managing hyperactive behavior, withdrawn behavior, aggressive behavior, rule breaking behavior, and low incidence behavior disorders, and provide opportunities for developing and justifying the components of IEPs (Individual Educational Plans). Students will be doing observation and activities in a classroom setting, spending a minimum of 10 hours of field experience with students with disabilities. Prerequisites: EDU 110 and EDU 304.
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3.00 - 12.00 Credits
This is a Prek-12 introductory course for providing educational services to mildly and moderate disabled students. This course will include characteristics of and current trends and issues for serving these students, basic theoretical and practical approaches, educational alternatives, implication of federal and state statutes and related services and the importance of the multidisciplinary team in providing appropriate educational programming. A minimum of ten clock hours of field experience will be spent in observing and/or assisting with students with disabilities. Prerequisites: EDU 110, EDU 304 and admittance to the Teacher Education Program.
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3.00 - 12.00 Credits
The purpose of this course is to extend the knowledge of learning disabilities for those who seek to work with students with learning disabilities ages 5-21. Addressed in this course are characteristics of learning disabilities, definitions, history, assessment, medical aspects, teaching of preschoolers through adolescents, and teaching strategies for preacademic learning, oral language, reading, writing, mathematics, and social-emotional development. A ten-hour experience in the field is a requirement of this course. Prerequisites: EDU 304 Exceptional Persons and EDU 467/567 Characteristics of Individuals with Disabilities K-12.
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3.00 - 12.00 Credits
This course provides knowledge and application of the collection and use of academic and behavioral data for the educational diagnosis, assessment and evaluation of individuals with disabilities. Discussion includes: norm-referenced instruments, criterion-referenced instruments, observation assessment, behavioral rating instruments and others, and how to apply assessment results to individualized program development and management. A minimum of 10 hours of classroom observation/activities is required. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.
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3.00 - 5.00 Credits
This course provides knowledge of characteristics and the application, definition and methods for managing and teaching secondary school students with behavior disorders. The course will include strategies for preventing behavior disruptions and provide opportunities for students to develop the components of IEPs (Individual Education Plans). A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting. Prerequisites: EDU 110, EDU 304, and admittance to the Teacher Education Program.
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3.00 - 5.00 Credits
This course provides knowledge of appropriate empirically-based programming and strategies useful for educators in developing methods, strategies and materials and adoption of traditional methods for use with secondary students receiving special education services. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.
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3.00 - 12.00 Credits
This course will cover curriculum organization and development for special education students at the school-age level Prek-12. This will follow an integrated approach, emphasizing development of curriculum for individuals and small groups of students who are in special education classroom settings. It will focus on improving the quality of instruction through continual assessment and curriculum revision, which stresses active learning and practical hands-on experiences to enhance learning. A minimum of 10 clock hours will be spent completing a field observation and assisting in a special education setting. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.
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3.00 Credits
This course provides knowledge and application of career planning and transition for adolescents from school to adult living, including major laws, suggestions for planning and developing assessment and instructional procedures and coverage of some of the major issues facing schools, parents and students today. Included will be practice developing Individual Education Plans ( IEP's) and transition services under the mandate of Individuals with Disabilities Education Act (IDEA). The student will spend a minimum of ten field experience hours observing and/or completing classroom assignments in a secondary special education setting. Prerequisites: EDU 110, EDU 304, and admittance to the Teacher Education Program.
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3.00 - 8.00 Credits
This course focuses on the characteristics of and methods for managing and teaching students with mild/moderate disabilities in a multicategorical setting. This course will provide opportunities for developing and justifying components of Individual Education Plans. It will include strategies to help students remember spoken and written language, solve math problems, take tests, complete assignments, and prioritize and manage time. A minimum of 10 clock hours will be spent observing and assigning in a special education setting. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.
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