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Course Criteria
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3.00 Credits
A foundation course in the education of students with diverse needs. Emphasis is placed on the learning characteristics, interventions, strategies, and accommodations for students with disabilities, students who are at-risk, and students who are culturally/linguistically diverse. This course addresses historical and legal perspectives, special education procedures, lesson planning/assessment/feedback, collaborative practices, basics of standardized testing, response to intervention problem solving, processing difficulties, research based instructional strategies, and positive proactive behavior management techniques. Prerequisite: admission to the Teacher Education Program.
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3.00 Credits
An in-depth study and application of current laws regarding behavior management, policies, theories, methods, techniques, and ethical principles for students with emotional, behavioral, and social needs. The focus is on positive and proactive interventions and the implementation of the Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) processes. The use of technology for data driven decisions and analysis of behavior outcomes is taught. Emphasis includes generalization, transfer of skills, and transition planning. Prerequisite: admission to the Teacher Education Program.
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3.00 Credits
An in-depth application of the research-based practices for instruction in math and writing. Focus is placed on the foundations for assessing and teaching math and writing skills by addressing basic skills, critical thinking skills, conceptual understanding, real life applications, and diverse learner needs. Students implement and review specific assessment practices, teaching structures, intervention strategies, and technology applications within a standards-based framework of instruction. The components of language and the 6 + 1 Traits are addressed in both the assessment and instruction of writing. Prerequisite: admission to the Teacher Education Program.
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3.00 Credits
An in-depth study of special education law for various exceptionalities, transition, and secondary services. This course explores the major medical and educational characteristics and identification of various exceptionalities (emotional and behavioral disorders, deaf and hard of hearing, visual impairment, learning disabilities, cognitive disabilities, physical and other health disabilities, ADD, and ADHD, communication disorders, multiple disabilities, twice exceptional, and gifted/talented). Students utilize researchbased, recommended practices in making data driven decisions to develop standard based and transition IEPs, inclusion, instructional interventions, assistive technology, transition plans including post-school outcomes, self-determination, communitybased instruction, interagency linkages, Para-educator training and supervision, and family partnerships. Prerequisite: admission to the Teacher Education Program.
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1.00 - 6.00 Credits
Student teaching special education students in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
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3.00 Credits
A detailed study of theory and understanding of first and second language acquisition for teaching K-12 students from linguistically diverse cultures and backgrounds. Students develop an awareness of the historical, legal, social and educational background surrounding linguistically diverse education. The primary focus is on research based oral language assessment and development to provide meaningful instruction. Methods include those appropriate for the beginning English language learner as well as those at other levels on the language acquisition continuum. Prerequisite: admission to the Teacher Education Program.
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3.00 Credits
A comprehensive study of theory and understanding of first and second language acquisition for teaching K-12 students from linguistically diverse cultures and backgrounds. Students develop an awareness of the historical, legal, social and educational background surrounding linguistically diverse education. The primary focus is on research based oral language assessment and development to provide meaningful instruction. Methods include those appropriate for the beginning English language learner as well as those at other levels on the language acquisition continuum. Prerequisite: admission to the Teacher Education Program.
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1.00 - 6.00 Credits
Student teaching linguistically diverse students in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
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1.00 - 6.00 Credits
Student teaching in an elementary school setting. The student teaching experience averages 24 hours per week over the course of the academic year and is in collaboration with mentor teachers. May be repeated twice for credit. Prerequisite: admission to licensure program.
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4.00 Credits
The administrator candidate learns how to demonstrate ethical behavior and how to create an environment that encourages and develops responsibility, ethics, and citizenship and sets the direction for a school community committed to and focused on learning. The candidate acknowledges and addresses in planning, the internal and external factors affecting the school and the learning process. Prerequisite: admission to the Teach Now Administrator Licensing Program.
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