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Course Criteria
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1.00 Credits
Meets in conjunction with CAP U502. Gives students additional experience and opportunities to view and practice health counseling in various scenarios and settings, to role-play, and to discuss topics from within their interests in health or mental health. This course is not required for ATP students.
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4.00 Credits
Retired August 31, 2005. Designed as an in-depth study of human sexuality for the upper-level University student. Topics address issues that affect the individual and society and include intimate relationships, sexual behaviors and lifestyles, gender roles, and current health issues associated with human sexual behaviors. Format is generally role-play, small group, and self-exploration.
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4.00 Credits
Retired August 31, 2005. Presents an overview of the etiology and development of disabling conditions and their impacts on infants, children, and youth with special needs. Discusses a variety of biological and environmental risk factors associated with developmental and learning problems.
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4.00 Credits
Retired August 31, 2004. Presents the process of assessment, program planning, and implementation for children and youth with special needs. Requires students to administer education assessments, summarize the results in a case report, propose a program of education intervention, and identify methods to facilitate and monitor its implementation, in the context of an individualized education program (IEP).
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2.00 Credits
Provides students from school psychology, special education, speech-language pathology and audiology, physical therapy, nursing, and related fields with supervised fieldwork experience in team-oriented interventions for infants and toddlers with disabilities or at risk for developmental delays and their families from linguistically and culturally diverse backgrounds. The practicum class sessions are conceptualized as the linchpin training experience between what the theory addresses in didactic courses and the student's fieldwork. Students are expected to master early intervention and team participation core competencies to work effectively with infants and toddlers and their families, interdisciplinary team members, and administrative personnel.
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2.00 Credits
Provides students from school psychology, special education, speech-language pathology and audiology, physical therapy, nursing, and related fields with supervised fieldwork experience in team-oriented interventions for infants and toddlers with disabilities or at risk for developmental delays and their families from linguistically and culturally diverse backgrounds. The practicum class sessions are conceptualized as the linchpin training experience between what the theory addresses in didactic courses and the student's fieldwork. Students are expected to master early intervention and team participation core competencies to work effectively with infants and toddlers and their families, interdisciplinary team members, and administrative personnel.
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3.00 Credits
Introduces students to the theory and practice of family interventions with a diverse population including infants, toddlers, and preschoolers with special needs. Discusses family systems, developmental, coping, crisis, and ecological theories and practices. Presents and teaches assessment and intervention skills. Integrates theories of exceptionality as they pertain to family systems.
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3.00 Credits
Introduces students to the major theories of development and their implications for intervention. Presents and discusses infant/toddler development, risk, and disability in the areas of cognition,communication, motor skills, social/emotional development, play and adaptive skills, and considers variation in development as a result of multiple factors. Team-taught by professors drawn from special education, speech-language pathology, school and counseling psychology, nursing, and physical therapy.
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3.00 Credits
Emphasizes a systematic, family-centered, team approach to service delivery in early intervention. Uses cases as a focal point for learning how to plan and evaluate individualized family services and group service plans. Covers important aspects of teamwork and leadership in early intervention with respect to service and coordination. Addresses practical approaches to assessing needs for group programs and evaluating the implementation and outcomes of programs, as well as the impact of legal and financial issues on service coordination and approaches to service delivery.
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4.00 Credits
Offers elective credit for courses taken at consortium institutions.
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