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Course Criteria
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1.00 Credits
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges Lab. Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild/moderate disabilities. Students will learn (a) how to design learning environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral methods, (c) learn how to design and implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis. Prerequisite: Admittance into Mild/Moderate or Moderate/Severe Credential program, APE program, or permission of respective special education coordinator. Corequisite: EDS 230A. Graded: Credit / No Credit. Units: 1.0
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3.00 Credits
Designed to equip students with the group process skills and understanding essential to the practice of school psychology. Focus on both developing counseling groups within the schools and on the understanding of group process necessary to being an effective agent in the school setting. Topics include the logistics of working within a school system, balancing groups, soliciting referrals, sharing information, participating in staff meeting, and facilitating parent teacher and other school level meetings such as Individualized Education Program Planning meetings. Graded: Graded Student. Units: 3.0
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2.00 Credits
Content and experiences provided in this course are directed toward the preparation and ongoing professional development of pre-service and/or intern teachers of students with mild/moderate disabilities in different roles. Candidates will examine and apply practices and competencies that support and promote professional ethics, lesson planning, and the role of special education teacher in the school and community. Candidates will also be supported in the development of a Preliminary Education Specialist Portfolio. Note: To be taken during the first semester of credential program(s). Prerequisite: Admittance to Mild/Moderate Credential or Moderate/Severe Credential program or have permission of respective special education coordinator. Corequisite: EDS 471 or EDTE 420A. Graded: Credit / No Credit. Units: 2.0
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1.00 Credits
Designed to allow the special education candidate teacher/intern to focus upon two overall issues pertaining to their specific needs: problems and resolutions particular and general to their teaching assignment and culminating portfolio development. Prerequisite: EDS 232. Corequisite: EDS 472, EDS 473. Graded: Credit / No Credit. Units: 1.0
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1.00 Credits
Directed Fieldwork Seminar: Early Childhood Special Education. Designed to allow the ECSE teacher candidate to focus on two overall issues: Problems and resolutions particular and general to their teaching assignment, and the development and/or refining of a preliminary Level I Performance Portfolio. Corequisite: EDS 474 and EDS 475 or EDS 476 and EDS 477. Graded: Credit / No Credit. Units: 1.0
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2.00 Credits
Field Seminar in Program and Instruction: Mod/Severe Disabilities. This field seminar will provide group discussion as well as direct instructional guidance in classrooms and schools in which students in the Moderate/Severe Specialist Credential program are conducting their assignments. Corequisite: EDS 205, EDS 206. Graded: Credit / No Credit. Units: 2.0
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1.00 Credits
Student Teaching Seminar II: Moderate/Severe Disabilities. This seminar accompanies the final Student Teaching II experience. Students will meet for two hours, eight times, during the semester to discuss their experiences and problem solve any questions or challenges related to their Student Teaching II requirements. Since this is the advanced experience, it is expected that the seminar will be primarily focused on professional issues related to the collaborative implementation of effective programs for students with moderate/severe disabilities. At each meeting there will be topics for discussion generated by the professor, but also time for collaborative problem solving around specific students and program issues in the student teaching settings. Prerequisite: EDS 100A, EDS 100B, EDS 119, EDS 130A, EDS 130B, EDS 205, EDS 207, EDS 208, EDS 209, EDS 216A, EDS 216B, EDS 217, EDS 220, EDS 221, EDS 292, EDS 414. Corequisite: EDS 218, EDS 415 or advisor approval. Graded: Credit / No Credit. Units: 1.0
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3.00 Credits
Explores leadership roles of school psychologists. Prerequisite: Approval as a candidate in the Education Specialist program, completion of courses required for the School Psychology Internship credential, approval of advisor, and department petition. Graded: Credit / No Credit. Units: 3.0
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3.00 Credits
Assessment of behaviors using the techniques of applied behavior analysis. Students will learn how to do functional assessments of behavior. Methods appropriate for assessment of children in the school setting are emphasized. Prerequisite: Instructor permission. Graded: Graded Student. Units: 3.0
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3.00 Credits
Counseling and Psychotherapy for School Psychologists. Examination of basic theories of counseling and therapy used by school psychologists, with emphasis on children and youths inn an educational setting and their families. Refinement of one's own counseling orientation is required. Corequisite: EDS 440. Graded: Graded Student. Units: 3.0
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