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Course Criteria
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4.00 Credits
This course will give pre-service teachers multiple opportunities to explore theory, methods, and practices used to address diverse learning needs in the secondary schools. The interactions of curricula, discipline, language and legislation will be examined throughout a range of educational placements. Teaching skills will be practices in a variety of situations. This course may be taken up to four times. Prerequisite(s): Professional Standing in Special Education or permission of instructor. Every semester. Credit: 4
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4.00 Credits
This course is appropriate for advanced level elementary education majors. The course is designed to help teachers develop basic skills of individualizing instruction and managing pupil misbehavior. The emphasis is on providing critical teaching and behavior management strategies for teachers who have children with emotional and/or learning difficulties in the regular classroom. Prerequisite(s): Professional Standing or permission of instructor. Every semester. Credit: 4
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4.00 Credits
This course is designed for teachers in general education at the middle/secondary levels. The content includes information, skills, and techniques to help the classroom teacher educate the adolescent student with mild to moderate disabilities or other at-risk conditions at the secondary level. Specific topics include: general information on special education practice and law; the adolescent with special needs; the role of ethnic, cultural, SES, and linguistic differences in education; assistive technology; and the role of the secondary teacher in implementing programs for students who do not learn well in traditional settings. Prerequisite(s): Professional Standing or permission of instructor. Every semester. Credit: 4
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4.00 Credits
Seminar in Special Education offers junior or senior students a chance to focus in-depth on a topic using problem solving and scientific inquiry. During the seminar, students review a variety of professional readings, methodologies including human subject research, and study various research findings. This provides a foundation for the primary course project where students design and implement a small study addressing one aspect of the focus topic. The project consists of writing a proposal, reviewing the relevant literature, planning the methodology, conducting the data collection, analyzing the research finding, and writing a paper. Students are required to use APA format. This course is designed to provide a foundation for conducting additional research at the graduate level. Prerequisite(s): Junior or senior standing. Spring semester. Credit: 4
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4.00 Credits
The course focuses on collaboration strategies used by multi-. trans-, and interdisciplinary team members who are working with diverse learners and their families in inclusive school and community settings. Team members may include educators, families, learners, administrators, school psychologists, paraprofessionals, and other related service providers. Prerequisite(s): Professional Standing in UMF Education major or permission of instructor if not a UMF education major. Every year. Credit: 4
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4.00 Credits
This course provides seniors in special education with specific information about the federal and state laws and regulations governing the education of children with disabilities. Particular emphasis is placed on how special education regulations translate to teacher practices in Maine's public schools. Prerequisites: All required professional courses, senior standing, and professional standing in special education; or, permission of instructor if not a UMF special education major. Every year. Credit: 4
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8.00 - 16.00 Credits
Student teachers participate in a variety of supervised experiences in a school while working with children with mild to moderate disabilities. Working with a special educator, their students, and other school personnel, student teachers expand and refine their knowledge and skills and increase their responsibilities over time. Students participate in a weekly seminar during their student teaching experience. Prerequisite(s): Professional Standing in Education, GPA of 2.5 or higher, completion of 80% of all required coursework; completion of all professional requirements in education except Program Design in Special Education (SED 450), and grades of C- or higher in all required professional courses completed. (Pass/Fail only) Every semester. Credit: 8-16
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2.00 Credits
This course provides an overview of the Coordinated School Health Program with major focus on school health instruction in the K-6 classroom. Application of assessment procedures using the State of Maine Learning Result Standards will be addressed. Unit and lesson plan methodology will cover the 10 State of Maine health strands, including personal health, nutrition, substance use and abuse, injury and accident prevention, growth and development, disease prevention, consumer health, environmental health, community health, and family life education. Prerequisite(s): Any two-credit elective in health. Every semester. Credit: 2
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4.00 Credits
This course will explore the Coordinated School Health Model as well as examine present and future trends. Prerequisite(s): Successfully passing Praxis I. Spring semester. Credit: 4
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4.00 Credits
This course will familiarize students with existing curricula and the process used in developing the school health curriculum. Research supported methodological approaches to instruction and acquisition of resources are the main focus of this course. Prerequisite(s): EDU 221; successfully passing Praxis I. Fall semester. Credit: 4
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