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Course Criteria
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3.00 Credits
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.
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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 the emotionally impaired/behaviorally disordered. Supervision by a tenured teacher who is endorsed in Emotionally Impaired and 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 the emotionally impaired/behaviorally disordered. Supervision by a tenured teacher who is endorsed in Emotionally Impaired and University staff person.
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3.00 Credits
Effective planning, assessment techniques for intellectual, academic, affective, social and individual growth within the inclusionary setting is stressed. Focus is on the team approach, emphasizing collaborative/consultative learning approaches and methodology which emphasize the use of multiple intelligences, metacognition, creative unit planning, technology, resources and materials in meeting the needs of all students. Integrated interdisciplinary and cross-disciplinary approaches are presented and practiced. Effective development and implementation of IEP's in the inclusionary setting is stressed.
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3.00 Credits
Intensive, independent work on a problem of the student's choice under the direction of an instructor.
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4.00 Credits
Three hundred hours of clinical and/or field experience with learning disabled students. Supervision is provided by a tenured teacher who is endorsed in learning disabled and University staff person. Seminar accompanies the practicum to examine and clarify the experience.
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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. Current research related to transition models will be evaluated. Students enrolled in this course will be involved in a project-based field experience.
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3.00 Credits
Course content provides exposure to and experience with students diagnosed with a learning disability or emotional impairment. Students will participate in a field experience that exposes them to all age and grade levels in a school setting. Students will have the opportunity to visit a variety of settings that provide a continuum of services for students with emotional impairments or learning disabilities. Opportunities for one-on-one tutoring, planning and instruction with small groups, organizing and preparing materials, and experiences in self-evaluation. Forty-five (45) hours of field experiences in a school setting are required.
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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. Current research related to providing access to the general education curriculum will be reviewed.
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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. Alternative assessment/decision-making models (i.e., Response to Intervention) will be reviewed. Simulation of the multi-disciplinary process and IEPC wherein the IEP is developed with the inclusion of appropriate educational program goals and dimensions taken 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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