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Course Criteria
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3.00 Credits
Normal speech and language expectancies, problems of the special needs child in language acquisition, speech and hearing mechanisms. Speech and language pathologies, their incidence and etiology, Regulations of "766" and "94-142" regarding speech and language habilitation of difficulties.
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3.00 Credits
Curriculum resources, methods and materials for children with moderate special needs are developed on the basis of on-going diagnosis. Thirty hours of field experience are required. Prerequisite: EDUC 0319 or EDUC 0354.
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3.00 Credits
Advanced students are offered guided practicum experiences in selected schools for application of the theoretical foundations of the diagnostic-prescription approach to teaching pupils with moderate special needs. Each student is required to prepare an I.E.P. for a special needs pupil.
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3.00 Credits
This course addresses appropriate transitional planning for adolescents having significant special needs as they prepare to move from educational systems to the adult service system. Inclusion of additional professionals from vocational rehabilitation, counseling, social work, and related areas in the established educational process will be studied. Specific focus will be on state-of-the-art approaches to transition and its impact on curriculum. This course addresses the mandates of P.L. 98-199, MA Ch 688, and P.L. 94-142.
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3.00 Credits
Home, school, and community influences are analyzed in family adjustment to the presence of a child with disabilities. Family reactions are considered in behavioral differences among children with various degrees of disability. Emphasis is given to guidance skills and knowledge needed by teachers and other professional workers in the field of Special Education.
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3.00 Credits
(3) A developmental disability is a delay or failure to progress through the normal developmental milestones of childhood. The purpose of this course is to explore educational, social, and legal issues that affect the opportunities of developmentally disabled individuals. Educational assessment and programming will focus on the developmental domains of motor, psycho-social, communication, cognitive functioning. A continuum of educational and community options will be described in order to acquaint the student with the least restrictive options needed to promote the growth of the developmentally disabled. Prerequisite: EDUC 0221.
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3.00 Credits
Introduction to the history and current practices in the diagnosis and remediation of learning disabilities, major theories of etiology, commonly used assessment instruments, and remedial materials and methods. Research findings, issues and controversies in the field will be discussed. Prerequisite: EDUC 0221.
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3.00 Credits
Psychoeducational assessment, identification, choice of intervention, and management of children with special needs and behavioral difficulties, are main areas of study. The home, school, and community are considered in relation to the child's mental health. Prerequisites: EDUC 0220 and EDUC 0221.
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3.00 Credits
This course is designed to provide vocational technical teachers with an understanding of brain functioning, learning styles, and instruction. Vocational technical educators will learn how to develop an instructional unit that focuses on readiness assessment, use of learning styles, attention to wholebrain teaching, interpersonal skills, knowledge and skill assessment. (Pending Governance Approval)
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3.00 Credits
Discussion of children from various ethnic, cultural, and linguistic backgrounds in terms of their physical, social, emotional, economic, psychological, and educational needs. Emphasis placed on causal factors as well as factors affecting successful educational practice. Racial identity theories and theories of multicultural education will be also reviewed.
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