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Course Criteria
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3.00 Credits
Teachers develop skills to be members of learning communities. They contribute to school effectiveness by utilizing technology to assist in collaborating and establishing positive interpersonal relationships with other professionals.
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3.00 Credits
Group investigations and individual research of the human brain, and the acquisition of brain literacy. Explorations include: The role of emotion in learning, how memory works, brain physiology, meaning making, learning environments, optimal learning times and implications for curriculum, assessment, and school organization will be explored.
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3.00 Credits
Explore the theoretical and practical perspectives of educational change by investigating the current educational reform climate. Teachers will reflect on the kinds of leadership necessary to effect change, and will explore the challenges of building and maintaining grassroots commitment. Projects will consider teachers' and schools' negotiation of the change process, and perceptions of the consequences for student learning.
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3.00 Credits
This class lays a foundation for the Master of Education in Mild/Moderate Special Education. Candidates discover how to take ownership for their own learning through shared reading and reflections in a social learning context. Candidates begin to clarify procedures for doing systematic inquiry and reflection in future learning.
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3.00 Credits
Through collaborative study groups, candidates will explore etiologies of mild and moderate disabilities. Prospective candidates will engage in inquiry of current trends in educational programming, educational alternatives and related services and will correlate these findings as they relate to appropriate multi disciplinary team planning. Candidates will also examine general developmental, academic, social-emotional, psychological, career and functional characteristics and explore their relatedness to individual instructional planning. Candidates will also engage in review of definition, historical, philosophical, and legal issues of individuals with disabilities that include students from culturally and linguistically diverse backgrounds.
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3.00 Credits
This course is designed to provide the classroom teacher with numerous curricular and instructional methodologies that will help to facilitate knowledge in the mildly and moderately disabled child and promote the development of cognitive, academic, social, language and functional life skills. The candidates will engage in creating a learning environment that is appropriate for students with disabilities. They will also demonstrate how to plan and convey varying subject material to students with individual learning needs. The candidates in this course will show evidence of multiple paths of knowledge to include remedial methods, instructional techniques, appropriate use of assistive technology as it relates to individual learning levels through their lesson plan development and implementation.
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3.00 Credits
This course is designed to provide the classroom teacher with numerous curricular and instructional methodologies that will help to facilitate knowledge in the mildly and moderately disabled child and promote the development of cognitive, academic, social, language and functional life skills. The candidates will engage in creating a learning environment that is appropriate for students with disabilities. They will also demonstrate how to plan and convey varying subject material to students with individual learning needs. The candidates in this course will show evidence of multiple paths of knowledge to include remedial methods, instructional techniques, appropriate use of assistive technology as it relates to individual learning levels through their lesson plan development and implementation.
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3.00 Credits
Classroom management theories, methods, and techniques for individuals with exceptional learning needs will be explored in this course. Candidates will design, implement, and evaluate instructional programs, which motivate students to monitor their engagement in active social learning in family, school, and community activities. The candidates will be able to provide evidence of their plan through descriptions and examples of completed instruction, related assessments and a reflection on these examples.
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3.00 Credits
Candidates discover ways to support and enhance their growth as educators through reflection, renewal and reform.
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3.00 Credits
Candidates research collaborative strategies and explore authentic problems within the learning community. Effective communication strategies and a plan are developed, which includes parents, community, community support services, and other professionals. This effective plan will be designed to address a collaborative partnership, knowledge of the consultative role of the special education teacher, and the integration of students with disabilities into the general setting.
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