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Course Criteria
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3.00 Credits
This introductory course provides an overview of the characteristics of learners with significant support needs. Students will learn to define and understand various classification systems and the implications of: low-incidence disabilities, significant cognitive disability, various vision and/or hearing impairments, including deaf-blindness motor disabilities, and health impairments. Students will be introduced to various etiologies: pre-, peri-, and post-natal causes, syndromes and chromosomal disorders, and biomedical causes of severe disability. Additional content includes anatomy of sensory organs, interpretation of pertinent medical reports, assessment procedures, and in school settings considerations (e.g., orientation and mobility, cochlear implants, medications, tube feeding, physical therapy, occupational therapy). Prerequisite: An introductory course in special education. LEC
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3.00 Credits
Deaf Studies is the basic characteristics course for both the Master's degree in Deaf Education and for Kansas and Missouri endorsement in Deaf/HOH. The course includes medical aspects/etiology of hearing loss, history, pertinent laws, Deaf culture and community, issues in assessment and psychology, language and sign systems, multicultural education, multiple disabilities and hearing loss, and specific issues in the field. LEC
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3.00 Credits
Social, cognitive, emotional, and other developmental aspects associated with children and youth identified with learning disabilities, behavior disorders, and mental retardation are covered by this course. Characteristics, special needs, and service delivery approaches are compared and contrasted. Prerequisite: SPED 425 or SPED 725. LEC
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3.00 Credits
This course is an initial methods course for individuals seeking licensure in Adaptive or Functional Special Education. The course addresses how to develop and write Individualized Educational Plans. Students learn about instructional planning to differentiate various learner needs, universal design principles, and developing appropriate accommodations and modifications to facilitate student learning. Particular attention is given to instructional strategies for supporting the development of literacy in reading and math. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732. LEC
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3.00 Credits
This course will provide an introduction to appropriate instructional methodology for teaching students who are deaf or hard of hearing at the early childhood, elementary, and secondary levels. Upon completion students will be familiar with legal issues, teaming, assessment, IEP development, curriculum planning, instructional methods, and transition. LEC
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3.00 Credits
Students in this course will learn to design, implement and evaluate developmentally appropriate curricula and programs for children from birth to four years of age. Examination of historical, legal, philosophical and theoretical foundations of early childhood care and education for young children and their families will be addressed. Issues of curriculum design and assessment are introduced as interrelated processes that include structuring learning environments and experience that are responsive to children's interests and abilities. Students analyze and evaluate curriculum that focuses on the five developmental domains a) social emotional development; b) cognitive development; c) language and communication development; d) adaptive behavior development; and e) gross and fine motor development. Strategies for developing learning opportunities that are appropriate for young children, including children with special needs and children from diverse cultural, ethnic and linguistic backgrounds, will be explored. LEC
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3.00 Credits
This is a methods course that covers instructional approaches and procedures that offer developmentally appropriate, effective and inclusive early intervention for preschool and kindergarten age children who experience developmental delays, disabling conditions or who are at-risk for developmental problems and disabilities. It is directed toward: (a) "how" to teach, or the technical components of developing and delivering effective instruction that provide access to the general early childhood curriculum within recognized approaches to early childhood education for young children, and (b) the "what" to teach, or the selection of developmentally and individually appropriate child objectives as well as specific materials and specialized instructional approaches. The relationship of instructional planning to state and federal mandates will also be considered. The course is primarily intended for persons who are currently working toward certification in the ECSE program area. Prerequisite: SPED 425 or SPED 725, and SPED 735, which can be taken concurrently. LEC
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3.00 Credits
Students in this course will gain knowledge of the causes, and intervention and support approaches for young children with multiple and significant disabilities including neurological impairments, physical disabilities, sensory impairments, significant developmental disabilities and challenging behavior. Emphasis is placed on environmental adaptions and direct instructional techniques to maximize independence as determined through systematic ecological inventories tailored to the individual child's strengths and needs. Information is also provided on assistive technology designed to provide appropriate supports. Functional behavioral assessment procedures, proactive intervention strategies, and developing collaborative support plans will be studied. Prerequisite: Admission to the Teacher Education Program. LEC
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3.00 Credits
Examines the practice of gathering information for the purpose of making individual referral and instructional decisions for infants, toddlers, and young children with and without special needs. Discusses effective informal assessment techniques and emphasizes an ecological approach to gathering information. Introduces standardized assessment and screening instruments and provides an overview of the purposes and limitations of such tests. Prerequisite: Admission to the Teacher Education Program. LEC
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3.00 Credits
Emphasizes curriculum development and early intervention provision for infants and toddlers through the planning of appropriate learning experiences, the design of learning environments, developing Individual Family Service Plans (IFSP), promoting collaboration among families and the use of various methods of enhancing the child's development across the five (social-emotional, adaptive, cognitive, physical/movement, communication) development domains. The role of the educator/early interventionist in relation to the family and the child is examined. Curriculum resources and intervention strategies for infants and toddlers with special needs are reviewed with emphasis on interdisciplinary planning and implementation. Prerequisite: Admission to the Teacher Education Program. LEC
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