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Course Criteria
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3.00 Credits
Prerequisite: SPED 524 with a minimum grade of B This course provides further development of issues addressed in SPED 524. The course provides knowledge concerning advanced instructional and management strategies that can enhance the quality of life of individuals with severe disabilities. Fundamental concepts/strategies relating to social interactions, employability, constructive use of leisure time, managing behavior, communication interventions, transition planning, academic curricula and medication management are addressed. Development of a full case study, including an IEP and curriculum planning, will be covered. Field-based experience is required. Fall semester.
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3.00 Credits
This course will examine early childhood special education practices for both the inclusive and substantially separate settings. Areas of concentration will include: the history of early care for children with exceptionalities, a review of normal early childhood development, risk conditions in pre- and post-natal care, assessment of young children, procedures for referral and placement, and developmentally appropriate curriculum strategies. Special attention throughout the course will be placed on the role of families in partnership with caregivers and educators.
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3.00 Credits
Prerequisite: SPED 202 with a minimum grade of B; or SPED 510 with a minimum grade of B; or matriculation in the master’s in special education This course will focus on the administration, analysis and interpretation of standardized and other assessment data, with consideration of cultural and linguistic applications. Emphasis will be on the developing of instructional programs from the data and the providing of information to professionals and parents. Field experience will be included.
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0.00 Credits
No course description available.
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3.00 Credits
Skills will be developed for understanding how cultural differences affect behavior. The models of behavioral management will include positive peer culture, tribal orientation, cultural symbols, social relations in the classroom and multicultural techniques in addition to the theories of Erikson, Maslow and Skinner, and other psychological and cognitive models. Introductory background information in special education is beneficial to succeed in this course.
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3.00 Credits
Skills will be developed for identifying dominance and language proficiency, understanding theories of first and second language learning, relating methods and theories on reading to ESL materials and identifying biases and deficiencies in existing curriculum for linguistic and cultural minority students. Emphasis will be on the effect of culture and language differences on speech and language development. Introductory background information in special education is beneficial to succeed in this course.
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3.00 Credits
Skills will be developed for organizing, planning, teaching and evaluating materials and programs for cultural/racial/linguistic biases and stereotyping, but with an additional focus on sensitivity to bilingualism and biculturalism. Emphasis will be on developing appropriate materials and strategies for meeting the needs of bilingual children in the classroom, the resource room or least restrictive environment. Introductory background information in special education is beneficial to succeed in this course.
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3.00 Credits
Skills will be developed for the many roles a change agent might function in, such as educators, consultants, advocates, liaisons, counselors, advisers and trainers. Emphasis will be on the major role of the bilingual special educator as a change agent in the school and community to reduce racial discrimination in regular and special education. Introductory background information in special education is beneficial to succeed in this course.
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3.00 Credits
Prerequisite: EDMC 530 with a minimum grade of B; and completion of 24 semester hours in the MEd in Special Education program and consent of the graduate coordinator An advanced study of major theoretical and contemporary issues influencing special education. Emphasis will be on curriculum, methodology, educational theory and research aspects with classroom application. Each participant will undertake an extensive study of a significant issue in special education.
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3.00 Credits
This course examines the spectrum of disorders associated with Autism, a developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. The characteristics of the various conditions found within the umbrella of “Autism Spectrum Disorders” will be examined and reviewed in relationship to the specific needs of children with such characteristics. Issues including the emergence of the broad range of associated disorders; trends in treatment; effective behavior management strategies; implications for parents, families, and caregivers; medical factors; early intervention techniques; speech and language difficulties; and school connections will be explored. An emphasis will be placed on techniques to effectively address the behavioral needs of children with Autism Spectrum Disorders in the classroom. The importance of family involvement and strategies for teaming with parents will be emphasized throughout all discussions.
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