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Course Criteria
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3.00 Credits
A study of definitions, identification, assessment, characteristics, educational strategies, and program models for children and youth with high-incidence, mild disabilities. The course will specifically focus on the high-incidence disabilities of Learning Disabilities, Emotional/Behavioral Disorders, High Functioning Autism, Mild Developmental/Cognitive Disabilities, and other mild disabilities such as Other Health Impairments and ADHD.
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4.00 Credits
Course addresses teaching theories, strategies and techniques for teaching students with mild disabilities including Specific Learning Disabilities, Emotional/Behavioral Disorders, High Functioning Autism, Mild Developmental/Cognitive Disabilities and other related mild disabilities such as Traumatic Brain Injury and Other Health Impairments (ex: ADHD). Course covers teaching methods across specific content areas as well as assistive technology and other teaching practices (ex: co-teaching).
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3.00 Credits
This course represents the first in a sequence of two courses designed to deepen students' understanding of current educational best practices. Emphasis will be placed on systems utilized for pre-referral and referral, including the use of data; common differentiated instruction practices such as Universal Design for Learning and positive behavior supports; and the development of collaboration and communication skills. Students will be expected to apply grade level content standards to classroom and individualized plans for instruction.
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3.00 Credits
This course will cover basic concepts of assessment and the assessment process and procedures that are utilized in data-based decision making and program planning for students with disabilities in an academic or functional curriculum. This course will provide students with the knowledge and skills necessary to select, ethically administrate, score, interpret, and report results from various standardized and non-standardized assessment tools used in the field of special education as well as to utilize data for progress monitoring and educational decision making. This course will also review the legal and cultural contexts of assessment in special education.
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2.00 Credits
Supervised practicum experience in middle school or high school special education setting. To prepare students to work at this level this lab will focus on teaching strategies and program analysis as well as strongly focus on assessment strategies. SPED 410 is to be taken concurrently. Prerequisite and concurrent course substitutions require instructor consent.
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3.00 Credits
This course focuses on current best practices in teaching students with identified needs in inclusive environments. The course places emphasis on the use of technology, assistive technology, instructional strategies, lesson planning, and assessment to facilitate success of all students in inclusive settings. Students will develop and expand their knowledge of instructional strategies and lesson planning connected to state and/or Common Core standards.
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2.00 Credits
This course will address key issues regarding the collaborative development of the Individual Education Plan (IEP). The IEP is the cornerstone of services for students identified as having a specific disability in need of special education services. Students will learn best practices for collaborative IEP development and creation. The development of a clearly written document including all parts of the IEP will be drafted and finalized into accurate, sound documents.
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3.00 Credits
This course is designed to help you understand medical aspects and terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues, accompany specific physical and health disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures. Prerequisite substitutions require instructor consent.
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3.00 Credits
In this first of two literacy intervention courses, candidates will learn pedagogy that supports the development of reading and writing. By knowing and understanding the foundation of literacy & literacy instruction, candidates will begin to explore instructional practices, focusing on developing a holistic framework for teaching.
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3.00 Credits
This course is designed to immerse the learner in text, research, and data describing the characteristics and defining qualities of Autism Spectrum Disorder. The significance of early identification and intervention across the five primary autism spectrum disorders will be analyzed. Best practices for intervention including collaboration, communication, and observation strategies will be introduced.
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