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Course Criteria
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3.00 Credits
This combined internship and seminar is a continuation of the learning process begun in HSC203. Students will intern in a child development agency under professional supervision. They will also meet regularly in seminar classes to explore, demonstrate, and evaluate specified knowledge, skills, and values related to the field.
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3.00 Credits
This course is designed to link an understanding of the normal growth and development of children with an understanding of the special developmental problems of children with disabilities. Students will learn to identify the cognitive, affective, physical, and social ways in which disabled children vary from other children. They will develop competence in evaluating and selecting culturally diverse activities and materials that are appropriate for use with children with a range of disabilities. t
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3.00 Credits
This course is designed to acquaint students with the natural development of language and to give them an understanding of communicative disorders. It will introduce students to specific characteristics of communication-impaired persons and the ways they relate to their environment. Students will develop competency in evaluating materials appropriate use with culturally diverse populations. They will be able to recognize the characteristics of the typical educational environment which must be adapted to meet the needs of people with communicative disorders.
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1.00 Credits
This course will provide an overview of developmental disabilities and the nature and needs of disabled people throughout the life cycle. Issues to be expored include definition of developmental disabilities, etiology, normalization, mainstreaming, and the role of the interdisciplinary team. Legal, ethical, and cultural considerations will be emphasized, as well as the impact of disabilities on the person affected, the family, and community. One field visit will be required.
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3.00 Credits
This course provides students with strategies to work with fragile and at-risk infants and toddlers, including those prenatally exposed to drugs. Emphasis will be placed on the children's cognitive, linguistic, social, physical, and affective development. Other topics include: laws, regulations, and policies, parents and family involvement; cultural factors that may impact on intervention. Acquired theoretical concepts will be applied in appropriate co-op settings. Two field visits are required.
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3.00 Credits
This course introduces students to the theories underlying practice in the area of gerontological services in New York City's c ulturally diverse environment. Substantive areas covered include an overview of the social forces, policy issues, and institutions impacting on older adults, major legislation affecting older adults, service delivery programs for a culturally diverse aging population, employment opportunities and career advancement in aging services. Field visits to a variety of service programs required.
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3.00 Credits
This is a beginning course designed to develop skills in a form of manual communication used primarily by American-born deaf persons in interpersonal (face-to-face) relations. Emphasis will be on the use of the body for visually based communication, and the structure, vocabulary and development of American Sign Language.
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3.00 Credits
This course is a continuation of American Sign Language I with emphasis on vocabulary building in conjunction with appropriate use of the body and grammatical patterns.
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3.00 Credits
In this course, students who have learned some of the vocabulary and grammatical principles of American Sign Language in ASL I and ASL II will begin to apply what they have learned in a conversational context. Students will become acquainted with a variety of ASL communication styles and dialects used by deaf people.
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3.00 Credits
(3lab) This course builds on the vocabulary and grammar learned in ASL 1 through 3. Language skills will be refined in the areas of complex non-manual grammatical markers, advanced ASL spatial rules, classifiers (particularly as used for descriptions of small items, people, cars, and places), and adverbial modifiers for small items and details. Students will be able to use ASL in a variety of discourse types such as persuasion, negotiation, problem-solving, giving directions, and dialogue. Upon completion, students' abilities to communicate with deaf persons will be enhanced.
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