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Course Criteria
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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), 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 emphasized. A variety of data management systems designed to track student performance will be reviewed. Research related to teaching strategies like Response to Intervention (RtI) will be evaluated. Mastery of course objectives will be partially evaluated through a structured process.
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3.00 Credits
The purpose of this course is to introduce students to the field of learning disabilities. Course content will cover the laws that affect students with learning disabilities (No Child Left Behind Act, and the Individuals with Disabilities Education Improvement Act of 2004), definitions, history, IEP's, assessment, medical aspects, philosophical and etiological models, theories and research relating to central nervous system, normal language acquisition, and perceptual processing of information necessary for growth and development are examined. Current research related to the field of learning disabilities will be evaluated.
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3.00 Credits
The purpose of this course is to introduce students to methods and techniques used in educating preschoolers and adolescents diagnosed with a specific learning disability. Emphasis is placed on service delivery models that support student success in the general education curriculum, goal development, data collection, assistive technology, universal design, differentiated instruction, scaffolding, accommodations and modifications, pre-academic learning, oral language, reading, writing, mathematics and socio-emotional development. Current research related to inclusive practices will be evaluated. Mastery of course objectives is partially evaluated though a 15-hour field experience in a school setting.
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3.00 Credits
Philosophical, etiological, and instructional perspectives in educating students with emotional and behavioral disabilities are addressed. Theoretical considerations of disturbed behavior emphasizing various models are explored. The course covers the federal law (i.e., No Child Left Behind Act, and the Individual with Disabilities Education Improvement Act of 2004) and state rules and regulations. A field experience of fifteen (15) hours in a school setting will provide students with the opportunity to synthesize course content.
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3.00 Credits
Emphasis is upon communication skills (verbal and nonverbal) in teaching language and/or communication to autistic and severely emotionally impaired/behaviorally disordered children and adolescents. Alternative methods of communication are explored, games, activities, play, physical techniques and recreational experiences to develop self and social awareness. Technology, prevocational/vocational assessment and skill development, as well as transition planning are emphasized. A field experience of fifteen (15) hours in a school setting will provide students with the opportunity to synthesize course content.
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3.00 Credits
Instructional perspectives in educating students with emotional and behavioral disabilities are addressed. A continuum of placement options (i.e. self-contained, day treatment, hospitalizations) is explored. Meeting IEP goals through appropriate curricular, instructional, and management techniques. Concerns (developmental, vocational, transitional and behavioral) in curriculum and instructional planning. Research related to current delivery systems for EI/BD students will be evaluated. A field experience of fifteen (15) hours will provide students with the opportunity to synthesize course content.
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3.00 Credits
Students will compare and evaluate various models of Response to Intervention (RtI) that are currently in place locally and nationally with regard to Tier I, Tier II and Tier III Mathematics and English Language Arts interventions; duration of interventions, frequency of data collection, data collection mechanism; decision making model and staffing. Current research related to best practice and curriculum design will be reviewed during the semester. A 15-20 hour field experience is attached to this course.
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3.00 Credits
Research which correlates theory and practice in the field of special education. The master's research paper is completed during the seminar.
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4.00 Credits
Three hundred hours of clinical and/or field experience with emotionally impaired/behaviorally disordered students. Supervision is provided by an tenured teacher who is endorsed in the emotionally impaired/behaviorally disordered and University staff person. Seminar accompanies the practicum to examine and clarify the experience
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6.00 - 8.00 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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