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Course Criteria
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4.00 Credits
A basic course in American Sign Language, including a core vocabulary of signs, sign syntax, manual alphabet, and idioms. Emphasis on both expressive and receptive skills. Fall semester. Credit: 4
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2.00 Credits
Introduction to teaching students with diverse learning needs. Focuses on history, societal perceptions, philosophy, learning theory, and laws & policies. Credit: 2
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1.00 - 4.00 Credits
Study of a special interest topic not already covered by regular course offerings in special education. This course will be offered on a variable schedule, depending upon the needs of the students and the interest of faculty. Variable. Credit: 1-4
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4.00 Credits
This course helps K-12 special education majors develop a solid theoretical foundation in their chosen field. Major topics of focus include philosophical approaches, human development, characteristics of learners with diverse needs, special education law and policies, inclusive practices, assistive technology, and CEC Standards. Prerequisite(s): SED 125 or SED 101. Every year. Credit: 4
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4.00 Credits
Students are introduced to planning, designing, implementing, and evaluating curriculum and instructional practices for children with mild to moderate disabilities. Students will design, implement, and evaluate a behavioral learning plan incorporating applied behavioral analysis techniques. Students will look closely at how race, culture, class, ability, religion, socio-economic status, sexual orientation, gender, and other deviations from perceived cultural norms affect learning. Prerequisite(s): Prerequisite(s): Passing scores on 2 of 3 PRAXIS I tests: at least a C grade or better in SED 125 or SED 101. Every year. Credit: 4
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4.00 Credits
This practicum is designed to give special education majors experience in working with students receiving special education services in a public school setting. Working in cooperation with a mentor teacher in the school and with a university faculty member, students will accomplish a variety of instructional and professional growth activities. Prerequisite(s): SED 125 or SED 101. Every year. Credit: 4
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4.00 Credits
This course teaches special education majors how to provide explicit, systematic instruction in the five Big Ideas of reading (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension). Participants will acquire knowledge regarding the current research base on teaching literacy (reading, writing, spelling, and handwriting). Participants will demonstrate an understanding of how students are identified as needing interventions addressing literacy skills (from prereferral through special education services). The course focuses on various assessment approaches, intervention strategies, and data management. Prerequisite(s): Professional Standing in Special Education. Every year. Credit: 4
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4.00 Credits
This course provides students with the knowledge and skills relevant to the assessment of students with disabilities. Emphasis is on the use of assessment in order to know what to teach, and will include both formal and informal assessment instruments. Prerequisite(s): Professional Standing in Special Education. Fall semester. Credit: 4
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4.00 Credits
This course teaches special education majors how to provide explicit, systematic instruction in the five Big Ideas of mathematics (i.e., mathematical awareness, mathematical conceptualization, mathematical fluency, mathematical language, and mathematical application). Participants will acquire knowledge regarding the current research base on teaching mathematics and the content areas of science and social studies. Participants will demonstrate an understanding of how students are identified as needing interventions addressing mathematical skills (from prereferral through special education services). The course will focus on various assessment approaches. Prerequisite(s): Professional Standing in Eduction. Every year. Credit: 4
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4.00 Credits
This course helps special education majors develop a range of skills in developing positive behavioral supports for students presenting behavioral challenges, especially students with disabilities. Students focus on four overarching themes: 1) classroom routines and behavior management procedures that promote positive behavior and prevent or minimize disruptive behavior; 2) frameworks for understanding the underlying causes of chronic misbehavior, especially focused around functional behavioral assessments; 3) systematic data collection and assessment procedures for developing positive behavioral intervention plans; and, 4) strategies and techniques for helping students to improve their behavior. Prerequisite(s): Professional Standing in Special Education. Every year. Credit: 4
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