|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
This course addresses developmental differences of young children with disabilities, including children with significant health care needs. Students learn about the interaction of delays in development (cognitive, communication, social/emotional, and physical development) and the effect on play and learning. Using a child study approach, students identify accommodations and supports, plan and implement individually appropriate activities across content/subject areas, embed IFSP/IEP outcomes/goals, and incorporate assistive technology device(s) or alternative and augmentative communication (ACC). Students will work to develop cultural competence while learning about perspectives of families of diverse linguistic and cultural backgrounds. Prerequisite(s): ECS 103 or permission of instructor. Once a year. Credit: 4
-
4.00 Credits
This course explores recognition and response (response to intervention), linking assessment information to teaching/intervention, and monitoring of children's progress. Students conduct informal and formal assessments, study evidence-based practices, learn more about individualizing planning, embedding learning opportunities, and using child-focused instructional strategies for children with disabilities. Students continue to develop more advanced cultural competences through a case study approach, as they study historic court case regarding assessment practices and children of color and/or children who are English language learners. This course includes a five hour a week field experience with children of diverse abilities and backgrounds. This course includes a five hour a week field experience with children of diverse abilities and backgrounds. Prerequisite(s): ECS 103 and ECS 203 and professional standing or instructor permission. Once a year. Credit: 4
-
2.00 - 4.00 Credits
This practicum provides an in-depth experience in working with children with disabilities. Students may select from settings that provide home-based, center-based, school, or community-based services. This practicum may be taken for 2-4 credits (2 1/2 hours of classroom work per week for each credit hour). Prerequisite(s): Professional Standing or permission of instructor. Every semester. Credit: 2-4
-
2.00 - 4.00 Credits
Topics and practices related to education as selected by program and/or guest faculty. Prerequisite(s): Varies with topic. Variable. Credit: 2-4
-
4.00 Credits
What is the teacher's role when there are questions about a child's development This course focuses on the assessment process including screening, determining eligibility, and evaluating the education program. Through team participation, students learn about family-centered assessment and use various assessment approaches to gather information about the child. The course requires students to administer informal and formal (norm-referenced) assessments, interpret assessment information, and learn how to write an assessment report. Through team participation, students develop an IEP based on the assessment results. Class discussions and readings address considerations for assessing children from diverse linguistic and cultural backgrounds. Assessment bias and historic court cases are included. Prerequisite(s): Statistcs and junior level standing or permission of instructor. Once a year. Credit: 4
-
4.00 Credits
Student teaching/internship consists of 12.5 hours per week, for two semesters or 25 hours per week for one semester in a program which delivers early childhood special education or early intervention services. Students work under the guidance of a mentor while being supervised by a university faculty member. This unpaid experience is an opportunity for students to experience teaching, case management, assessment activities, working with families, and other responsibilities of early childhood special education professionals. In addition to the field experiences, students may enroll concurrently in ECS 374 or ECS 476. The combination of coursework and field experience provides an opportunity for students to apply new knowledge, share information, and discuss new experiences. This course may be taken over 2 semesters at 4 credits per semester or over 1 semester for 8 credits. Students may elect an additional 4 credits to complete a semester total of 12 credits. A one hour seminar accompanies this course. Prerequisite(s): ECS majors with certification option and completion of at least 80% of professional courses. Every semester. Credit: 8-12
-
2.00 Credits
Introduction to Theory and Practice in Secondary/Middle Education provides an overview of the field, including historical and contemporary influences, knowledge of the learner, observational techniques and the study of teaching from both a personal and professional development perspective. Prerequisite(s): Secondary/Middle major; Special Education 7-12 major; or permission of instructor. Every semester Credit: 2
-
2.00 Credits
Introduction to Theory and Practice in K-8 Education provides an overview of the field, including historical and contemporary influences, educational philosophy, observational techniques and the study of teaching from the perspectives of personal and professional development. Prerequisite(s): Elementary Education Major or permission of instructor. Concurrent enrollment in SED 125 is required. Every semester. Credit: 2
-
4.00 Credits
Practical experience in a public school classroom. The student spends at least six hours per week in an assigned classroom working with a mentor teacher and participates in a weekly seminar. In classrooms, the student works with individuals, small groups, and the whole class while developing professional knowledge and responsibilities. Prerequisite(s): Elementary, Special Education, ECH/ECS K-3 majors, sophomores or above and preregistration with the division. Qualifying Praxis I scores; Grades of C- or better in one of the following: EDU 125/SED 125, ECH 150 ECS 103. (Pass/Fail only) Every semester. Credit: 4
-
12.00 Credits
This course is designed to provide pre-service secondary school and middle education majors with the skills to develop an integrated approach to teaching and learning. It will cover models of instruction and planning, teaching and learning styles, assessment strategies, models and organization of curriculum, classroom management, and the role of technology and media within these. These topics will be addressed in conjunction with practical experience in a real classroom. In the classroom, teacher candidates work with individuals, small groups and the whole class. Prerequisite(s): Secondary/Middle Education majors only, sophomores or above; EDU 101 and SED 101; must have passed all three PRAXIS I tests; must pre-register with Practicum supervisors. Every semester. Credit: 12
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|