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Course Criteria
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1.00 Credits
Mathematics Curriculum and Instruction in Inclusive Classrooms Lab. Field-base practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 213A) in a setting for students who receive special and/or general education services. Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential Program or permission of respective special education coordinator. Corequisite: EDS 213A. Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Social Science Curriculum and Instruction in Inclusive Classrooms. Prepares mild/moderate/severe and multiple subject teacher candidates to teach history-social science content standards for California public schools to all students, including English Learners and students with disabilities; to use analytical and critical thinking skills in history and social science; and to integrate history-social science topics, themes and concepts with other subject areas. Pedagogical topics include the use of timelines, maps, and artifacts, case studies, simulations, literature, art, multiple perspectives, SDAIE, cooperative projects, and research activities. Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator. Corequisite: EDS 214B. Graded: Graded Student. Units: 2.0
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1.00 Credits
Social Science Curriculum and Instruction in Inclusive Classrooms Lab. Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 214A) in a setting for students who receive special and/or general education services. Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator. Corequisite: EDS 214A. Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Science Curriculum and Instruction in Inclusive Classrooms. Prepares mild/moderate/serve and multiple subject teacher candidates to teach science content standards for California public schools to all students. Give participants the knowledge of basic principles and strategies related to science education appropriate for general education (k-8) teacher candidates. Participants will also develop, implement, and evaluate science curricula appropriate for those students with mild/moderate/severe disabilities. This includes an expanded treatment of science pedagogy, manipulative, technological supports, accommodations, inclusive instructional techniques, and other strategies specially suited to the instruction of English Learners and students with disabilities. Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator Corequisite: EDS 215B. Graded: Graded Student. Units: 2.0
EDS 215A. School and Community: Systems of Service. Provides candidates with an awareness of the programs and services that enable individuals with disabilities across the age span 0-22 to succeed in inclusive schools and communities. Programs and services are broadly defined to include services to children and families from (a) a variety of professionals within the school, (b) professionals in community agencies, (c) other community resources such as community centers, religious congregations, child care cooperatives, neighborhood collaboratives, (d) parent-to-parent groups, (e) disability-specific organizations. Culture, class and family variables are highlighted, along with the differing legal, social, and ethical responsibilities of various professions and agencies. Candidates will be required to work with other university students and professionals from related disciplines. Lecture. Corequisite: EDS 215B. Graded: Graded Student. Units: 2.0
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1.00 Credits
Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 215A) in school and community setting for students who receive special and general education services. Corequisite: EDS 215A. Graded: Credit / No Credit. Units: 1.0
EDS 215B. Science Curriculum and Instruction in Inclusive Classrooms Lab. Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDS 215A) in a setting for students who receive special and general education services. Prerequisite: Admittance to Mild/Moderate or Moderate/Severe Credential program or permission of respective special education coordinator Corequisite: EDS 215A. Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Movement, Mobility, Sensory, and Specialized Health Care. Provides an overview of strategies and technological aids for managing (a) needs of students with severe physical disabilities, and (b) needs of students with visual and hearing impairments. Basic concepts and strategies for positioning, handling, and management of routines for activities such as feeding and personal hygiene are stressed, along with orientation and mobility training, and use of augmentative communication systems. Students are exposed to state-of-the-art technology. Corequisite: EDS 216B. Graded: Graded Student. Units: 2.0
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1.00 Credits
Movement, Mobility, Sensory and Specialized Health Care Lab. Field-based practice lab (30 hours). Lab will be a synthesis and application of lecture course content (EDS 216A) in schools, public and private agencies, and other community settings where direct educational and therapeutic services are provided to students who have physical disabilities, movement disorders, sensory limitations, or health impairments. Corequisite: EDS 216A. Graded: Credit / No Credit. Units: 1.0
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3.00 Credits
Positive Behavioral Support: Effective Individual, Class-wide and School-wide Applications (Moderate. Students will learn to use positive behavioral supports to enhance the quality of life for individuals with serious behavioral challenges. Using the research-based methods and materials from the National Rehabilitation Research and Training Center on Positive Behavioral Support, provides the student with a thorough background in functional assessment and the design of positive behavioral support plans which are in compliance with both state (Hughes Bill) and federal (IDEA) law. After individual assessment and support plans have been covered, moves to class-wide methods of positive behavioral support and school-wide methods. The content is research-based. Prerequisite: EDS 119, EDS 205, EDS 206, EDS 207, EDS 208, EDS 216A, EDS 216B, EDS 220, EDS 235, EDS 291A, EDS 291B, EDS 413 - or equivalents. Corequisite: EDS 414 or advisor approval. Graded: Graded Student. Units: 3.0
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3.00 Credits
Instructional Strategies: Low Incidence Disabilities. Students will learn advanced methods of assessment and instruction for students with moderate to severe and profound disabilities, and multiple disabilities. Students will learn to design assessments and work with transdisciplinary team members to write an integrated assessment report, and present the report. Students will develop IEPs/ITPs based on the transdisciplinary information, write instructional programs using research-based methods, and design methods for monitoring progress using ongoing instructional data. Prerequisite: EDS 119, EDS 205, EDS 206, EDS 207, EDS 208, EDS 209, EDS 216A, EDS 216B, EDS 217, EDS 220, EDS 221, EDS 235, EDS 291A, EDS 291B, EDS 413, EDS 414 or equivalents. Corequisite: EDS 236, EDS 415 or advisor approval. Graded: Graded Student. Units: 3.0
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3.00 Credits
This course provides candidates with the evidence based principles and systematic and explicit techniques to develop phonological awareness, phonics, concepts about print, oral and written language, and word recognition strategies. Candidates will learn techniques specific to assessing a student in reading and applying the information to assist the student with reading difficulties. Accommodations and modifications for students with mild, moderate, and severe disabilities will be emphasized. Prerequisite: Admission to any Special Education Credential or Master's Program at Sacrament State. Graded: Graded Student. Units: 3.0
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