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Course Criteria
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3.00 Credits
This course examines several theoretical perspectives which attempt to explain why students with learning disabilities fail to learn. Within each perspective, the application of selected theories to the teaching of students with learning disabilities is addressed. Emphasis is placed upon the validity of interventions derived from each theory.
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3.00 Credits
Prerequisite: Admission to Teacher Education or Department approval. Surveys definition, characteristics, and identification of the gifted. Examines the effects of cultural diversity with an eye toward the provision of appropriate services to gifted children and youth who are traditionally undeserved, disadvantaged, or disabled. Field experience required.
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3.00 Credits
Prerequisite: Admission to Teacher Education or Department approval. Administrative and instructional intervention for gifted learners. Ability grouping, inclusion, enrichment, special classes, acceleration.
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3.00 Credits
A study of the application of research validated practices in the areas of educational placement, instructional and transitional planning, data management and materials utilization for students of school age who require intermittent and limited supports beyond those provided by regular education.
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3.00 Credits
Prerequisites: SPED 6186, SPED 6265, SPED 6286, and SPED 6306. This final field experience is open only for special education graduate students who have completed all of their special education endorsement requirements. It will consist of full-time teaching in an appropriate educational setting serving students with behavioral disorders. Students will participate in all phases of the school program to which the are assigned. (S/U graded).
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3.00 Credits
Prerequisite: Department approval. This final field experience is open only for special education graduate students who have completed all of their special education endorsement requirements. It will consist of full-time teaching in an appropriate educational setting serving students with learning disabilities. Students will participate in all phases of the school program to which the are assigned. (S/U graded).
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3.00 Credits
Prerequisite: Department approval. This final field experience is open only for special education graduate students who have completed all of their special education endorsement requirements. It will consist of full-time teaching in an appropriate educational setting serving students with mental retardation. Students will participate in all phases of the school program to which the are assigned. (S/U graded).
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3.00 Credits
This final field experience is open only for special education graduate students who have completed all of their special education endorsement requirements. It will consist of full-time intern teaching in an appropriate educational setting, serving students with mild and moderate disabilities. Students will participate in all phases of the school program to which they are assigned. (S/U graded).
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3.00 Credits
This course is designed to provide an introduction to information processing techniques in special education. The course will present an information processing model emphasizing the initial components of that model, namely methods and techniques for locating, accessing, organizing and manipulating text and media source material as well as field-based information. Students will apply the model by analyzing information needs, accessing materials, and organizing information related to current issues and tends in the field of special education.
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3.00 Credits
Prerequisite: SPED 6785. This course is designed to prepare the Special Educator to use information to form judgments, make decisions, substantiate positions, persuade others, and/or to demonstrate and explain to others. The process will be directly related to a variety of Special Education problems and/or issues identified with students' professional context. Students will learn to apply the processes through demonstration, guided instruction, small group activities, individual assignments, and class projects. Special Education content domains targeted by this course include parent relations, collaboration, community resources, advocacy, interdisciplinary concerns, classroom instruction, and in-service training.
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