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Course Criteria
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3.00 Credits
Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities. Students will develop knowledge and skills related to strategies for collaboration and inclusion with general education faculty members in the middle and high school environment. Students will develop skills in community-based instruction transition planning, in addition to designing outcomes and supports within the general education curriculum. Students will also gain knowledge and skills related to vocational and supported employment, and preparation for work after high school, and how to facilitate a successful transition to post-secondary education, supported living, and supported employment. Prerequisite: EDS 119, EDS 205, EDS 206, EDS 413, or advisor approval. Graded: Graded Student. Units: 3.0
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3.00 Credits
Evidenced-Based Assessment and Instruction: Mod/Severe Disabilities. Students will be provided with a strong basis in ecological and functional assessment in inclusive school and community environments. Students will develop the ability to: a) set up performance analyses within natural environments; b) map out cognitive initiation vs. performance, and the communication requirements of various settings; c) conduct baselines within general education classrooms, the school, and the community, and develop resulting IEP goals and objectives; and, d) write effective and systematic instructional programs to teach a wide variety of skills across natural environments. Prerequisite: EDS 119, EDS 205, EDS 206, EDS 220, EDS 235 - or equivalents or advisor approval. Corequisite: EDS 413. Graded: Graded Student. Units: 3.0
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3.00 Credits
Developing Augmentative and Alternative Communication Systems: Assessment and Intervention. Participants will learn: a) how to assess communicating behavior from nonsymobolic to symbolic and unintentional to sophisticated in students with disabilities; b) to work with audiologists and ophthalmologists to assess sensory functioning related to communication; c) to develop communication system intervention plans, both low and high tech; and d) how to implement instruction across multiple environments and with multiple partners. In addition, students will learn strategies for facilitating interactions between students with and without disabilities, teaching others to utilize adapted communication systems, and collaboration with varied professionals. Prerequisite: EDS 119, EDS 130A, EDS 130B, EDS 205, EDS 206, EDS 208, EDS 216A, EDS 216B, EDS 220, EDS 235, EDS 291A, EDS 219B, EDS 413 or equivalents. Corequisite: EDS 414 or advisor approval. Graded: Graded Student. Units: 3.0
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2.00 Credits
Assessment and Evaluation in Early Childhood and Special Education. Quality practices in early childhood assessment using a range of culturally appropriate tools and techniques, parent-professional-collaboration, transdisciplinary team assessment, assessment reporting and translating results into intervention planning. Participants will demonstrate skills in planning, carrying out and reporting results of assessments/evaluations for eligibility determination, program planning, and monitoring ongoing progress for infants, young children and their families. Lecture. Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B and EDS 131A/EDS 131B or their equivalents. Corequisite: EDS 210B. Graded: Graded Student. Units: 2.0
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1.00 Credits
Assessment and Evaluation in Early Childhood and Special Education Lab. Synthesis and application of lecture course content (EDS 210A) in home-based, center-based and/or community settings serving infants and young children with disabilities and their families. Field-based practice lab (30 hours). Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B and EDS 131A/EDS 131B or their equivalents. Corequisite: EDS 210A Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy. Designed to develop the skills necessary to design and implement developmentally appropriate curriculum and intervention strategies for infants and toddlers with disabilities in a range of learning environments including home, center-based and community programs. Lecture. Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B, EDS 131A/EDS 131B, and EDS 210A/EDS 210B or their equivalencies. Corequisite: EDS 211B. Graded: Graded Student. Units: 2.0
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1.00 Credits
Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy Laboratory. Synthesis and application of lecture course content (EDS 211A) in home-based, center-based, and/or community settings serving infants and young children with disabilities and their families. Field-based practice lab (30 hours). Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B, EDS 131A/EDS 131B, and EDS 210A/EDS 210B or their equivalencies. Corequisite: EDS 211A (lecture). Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool. Designed to develop the skills necessary to design and implementation developmentally appropriate curriculum and intervention strategies for young children with disabilities in a range of learning environments including home, center-based and community programs. Lecture. Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B, EDS 131A/EDS 131B, EDS 210A/EDS 210B, and EDS 211A/EDS 211B or their equivalencies. Corequisite: EDS 212B. Graded: Graded Student. Units: 2.0
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1.00 Credits
Curriculum, Intervention, Strategies, and ECSE II: Preschool Lab. Synthesis and application of lecture course content (EDS 212A) in home-based, center-based, and/or community setting serving infants and young children with disabilities and their families. Field-based practice lab (30 hours). Prerequisite: Completed or concurrently enrolled in EDS 130A/EDS 130B, EDS 131A/EDS 131B, EDS 210A/EDS 210B, and EDS 211A/EDS 211B or their equivalencies. Corequisite: EDS 212A. Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Mathematics Curriculum and Instruction in Inclusive Classrooms. Prepares Mild/Moderate/Severe and multiple subject teacher candidates to teach mathematics content standards for California public schools. Prepares teacher candidates with the knowledge of basic principles and strategies related to mathematics education. Candidates develop, implement, and evaluate math curricula appropriate for those students receiving special education services with mild/moderate/severe disabilities. Expanded treatment of mathematics pedagogy, manipulative, technological supports, accommodations, inclusive instructional techniques, and strategies specially suited in instruction of English language learners and students with disabilities. Prerquisite: Admittance to Mild/Moderate or Moderate/Severe Credential Program or permission of respective special education coordinator. Corequisite: EDS 213B. Graded: Graded Student. Units: 2.0
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