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Course Criteria
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3.00 Credits
An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, personality, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined. Prerequisites: EDUC 2130, 2140, 3430, and STAT 1490 or an introductory statistics course.
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3.00 Credits
An introduction to the philosophies and theories underlying the variations in educational programming for students with specific learning disabilities, emotional disturbance, mental retardation, autism, traumatic brain injury, and orthopedic or other health impairments. Educational approaches and best practices used by teachers to design curriculum, and instruct and assess students with disabilities will be presented. Issues of identification, screening, placement, and family involvement of culturally and linguistically diverse students will also be explored. Prerequisites: EDUC 2130, 2140, 3430, 3437, and 3310/3370 or their equivalent for elementary and early childhood candidates and teachers (or classroom teaching experience, or 3160 or its equivalent for secondary candidates or teachers (for classroom teaching experience).
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0.00 - 3.00 Credits
Observation and teacher aiding to total a minimum of 40 hours; to be taken as a part of Professional Term B. Early childhood candidates will participate in an infant toddler program for 20 hours and will complete the remainder of time in grades K-3 in a practicum in reading. Elementary candidates may select K-3, 4-6, or 6-8 for this experience, with the remaining levels taken in 3520 or 4530. Secondary candidates may select 6-8 or 9-12 for this experience. A variety of urban, suburban, public, and private schools need to be selected across practicum settings. Teacher aides meet periodically with faculty observers to share and reflect on the experience. In addition to the 40 hour requirement in a regular education setting, a 10 hour experience in a special education setting is required.
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1.00 - 3.00 Credits
Minimum of 35 hours of mini-teaching in a local school in connection with methods courses. Prerequisites: Successful completion of Practicum B and required grade point average; receipt by School of Education of successful scores on the ISBE Basic Skills Test. Mini-Teachers meet periodically with faculty observers to share and reflect on the experience. To be taken as part of Professional Term C with EDUC 3350, 3360, 3380, 3240, or 3407. Early Childhood candidates take this practicum twice, once at the preschool level and once at the grade levels 1-3. Elementary and secondary candidates must take this practicum at a level and in a setting different from the one chosen for practicum B. K-12 candidates should choose a 6-8 level.
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0.00 - 1.00 Credits
The purpose of this course is to observe and assist a teacher in an ESL school setting for a minimum total of 100 clock hours. The requirements for this course may also be met through verification of three months of teaching experi-ence with ESL students. This practicum should be taken concurrently with EDUC 3604 or 3605. Only those who have verification by a principal or other administrators of three months of teaching ESL students prior to entering the program may take this for no credit.
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3.00 Credits
Introduction to the basic principles of linguistics, the study of human language. Origins of language; what it means to know a language; comparisons of the difficulty levels of different languages; how children acquire language and common threads that may connect languages will be explored.
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3.00 - 4.00 Credits
Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.
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3.00 Credits
Philosophical and theoretical considerations for teaching a second language. An explanation of theories as well as comparisons among the different theories of teaching a second language will be explored. The student will build a personal framework for teaching a second language. Kindergarten through high school student populations will be the focus of attention including design and sequencing of ESL courses.
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3.00 - 4.00 Credits
Assessment techniques of ESL students. Different types of assessment instruments, the theoretical viewpoints of these instruments, and testing procedures in general will be discussed. Assessment of all levels of proficiency and grade levels will be considered. May be taken concurrently with EDUC 3540.
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3.00 - 4.00 Credits
Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories that were presented in 3603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity. May be taken concurrently with 3540.
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