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Course Criteria
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3.00 Credits
This course is designed to impart knowledge and skills in curriculum development, self-advocacy, community-based organizations, transition assessment and planning, adaptations, modifications and accommodations needed for individual students with disabilities to access curricula and make successful transitions to adult living and career development. Students enrolled in this will be involved in a project-based field experience.
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3.00 Credits
Prerequisites: Must be admitted to Teacher Education Program. Examines a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests and preferences of children and youth suspected of having a learning disability or emotional impairment. Focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement and program decisions. Simulation of the multi-disciplinary process and IEPC wherein the IEP is developed with the inclusion of appropriate educational program goals and dimensions from the evaluation process. Students will be required to assess two adult learners enrolled in the Special Education program and provide a summary of assessment results. (3 Credits)
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3.00 Credits
Examines a variety of formal and informal instruments and techniques used in assessing the strengths, needs, interests and preferences of children and youth suspected of having a learning disability or emotional impairment. Focus is placed on providing students with knowledge and skills necessary for selecting, using, interpreting and evaluating results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement and program decisions. Simulation of the multi-disciplinary process and IEPC wherein the IEP is developed with the inclusion of appropriate educational program goals and dimensions from the evaluation process. Students will be required to assess two adult learners enrolled in the Special Education program and provide a summary of assessment results.
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3.00 Credits
Prerequisites: PYC 250 Course content introduces students to the historical, philosophical, and organizational factors leading to the enactment of federal and state laws, rules and regulations governing special education. Characteristics, educational considerations, and implications of all areas of exceptionality are addressed. Terminology commonly used when discussing programming for students with disabilities will be highlighted. (3 Credits)
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3.00 Credits
Course content introduces students to the historical, philosophical, and organizational factors leading to the enactment of federal and state laws, rules and regulations governing special education. Characteristics, educational considerations, and implications of all areas of exceptionality are addressed. Terminology commonly used when discussing programming for students with disabilities will be highlighted.
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3.00 Credits
Prerequisites: SED 371 The purpose of this course is to familiarize students with a wide range of remediation approaches in mathematics and language arts and processes to determine if interventions have been effective. Emphasis will be placed on task analysis, Curriculum Based Assessment (CBA), Curriculum Based Measurement (CBM), and the use of visual and manipulative materials for the instruction of mathematical concepts. Various approaches in language arts instruction (listening, speaking, reading, writing, and viewing) are explored with approaches and methods for teaching reading emphasized. A variety of data management systems designed to track student performance will be reviewed. Mastery of course objectives will be partially evaluated through a structured project. (3 Credits)
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3.00 Credits
The purpose of this course is to familiarize students with a wide range of remediation approaches in mathematics and language arts and processes to determine if interventions have been effective. Emphasis will be placed on task analysis, Curriculum Based Assessment (CBA), Curriculum Based Measurement (CBM), and the use of visual and manipulative materials for the instruction of mathematical concepts. Various approaches in language arts instruction (listening, speaking, reading, writing, and viewing) are explored with approaches and methods for teaching reading emphasized. A variety of data management systems designed to track student performance will be reviewed. Mastery of course objectives will be partially evaluated through a structured project.
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3.00 Credits
Prerequisites: MTTC, all Coursework. One semester, five full days, of teaching and related activities in a school setting for learning disabled students. Supervision by a tenured teacher who is endorsed in Learning Disabilities and a University staff person. (6 Credits)
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6.00 - 12.00 Credits
One semester, five full days, of teaching and related activities in a school setting for learning disabled students. Supervision by a tenured teacher who is endorsed in Learning Disabilities and a University staff person.
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3.00 Credits
Prerequisites: SED 460, SED 380, SED 381 Emphasis is on communication skills (verbal and nonverbal) in teaching language and sensory integration to autistic and severely emotionally impaired children and adolescents. Language development and social skills are emphasized. Alternative methods of communication are explored - games, activities, physical techniques, recreational experiences to develop social awareness and independence. Technology, prevocational assessment, skills development and transitional planning are emphasized. Behavior management approaches as they relate to the severely emotionally impaired are examined. Collaborative and team approaches are emphasized. Federal and state guidelines and legislation are reviewed. A field experience of fifteen (15) hours will provide students with the opportunity to synthesize course content. (3 Credits)
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