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Course Criteria
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1.00 - 2.00 Credits
An essential feature of instructional and curriculum design, implementation, and evaluation is the ability of teachers to draw upon students’ previous experience, help students make connections between new information and previous knowledge and skills, and support students to transfer new information to real-life contexts and environments. The purpose of this course is to explore multiple aspects of complex processes including: 1) standards-based instruction (e.g., the relationship between standards and curriculum); 2) instructional design including both direct and indirect instruction; and 3) assessment, including both selected response measures as well performance and portfolio assessment; and 4) differentiation in curriculum and instruction so that meaningful instruction becomes accessible to all students. Prereq: IPTE 5006/4006. Cross-listed with SPED 4021.
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3.00 Credits
Understanding the impact of learner variance due to differences in abilities or disabilities, linguistic experiences, socio-economic backgrounds, and ethnicity on learning and development. These differences are examined through the cognitive, affective, communicative and physical or health domains as well as the socio-cultural context. Prereq: Concurrent enrollment in an internship or permission of instructor. Cross-listed with SPED 4111.
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3.00 Credits
Understanding the impact of learner variance due to differences in abilities/disabilities, linguistic experiences, socio-economic backgrounds, and ethnicity on learning and development. These differences will be examined through the cognitive, affective, communicative and physical/health domains as well as the socio-cultural context. Prereq: Concurrent enrollment in an internship or permission of instructor required. Cross-listed with SPED 4112.
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3.00 Credits
Provides a basis for identification and description of speech and language dysfunctions of students with severe communication needs. Careful attention is given to the transdisciplinary nature of speech or language and its effects on cognitive, affective or motor functioning. Prereq: SPED 5600, 5010, and IPTE 5120 or permission of instructor.
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4.00 Credits
Provides the practitioner with an understanding of the special education assessment process as specified by federal and state guidelines. Students analyze formal and informal tests as well as observe and participate in performing assessments. Prereq: IPTE 5000, 5001, 5020, MATH 3040, SPED 5112, 5021, 5320 and 5600 or permission of instructor.
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1.00 Credits
Serves as an introduction to the knowledge, skills and dispositions necessary for teachers to proactively and systematically address student needs that underlie the presence of problem behaviors in schools and class rooms. Course content consists of specific strategies to promote social and communication skill development and introduction to functional behavior assessment and intervention, including guidelines for the role of general educators as specified in federal and state regulations. Prereq: SPED 5111 or 5112, IPTE 5120 or 5121. Cross-listed with SPED 4150.
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2.00 Credits
Provides in-depth knowledge, skills, and dispositions for special educators and other school professionals who lead systematic school renewal efforts to promote Positive Behavioral Support (PBS). The foci of this course are threefold: 1) to promote PBS at the level of the school and classroom; 2) to develop effective behavioral support teams; and 3) to lead the process of functional assessment and intervention for individual students whose problem behaviors are persistent and severe. Federal guidelines and Colorado regulations regarding functional assessment and intervention are addressed as well. Prereq: SPED 4150 or SPED 5150 or concurrent enrollment in an internship, or permission of instructor required.
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1.00 Credits
Provides an overview of the medical, sensory, communicative, and physical issues for students with special needs. Specific competencies include: identifying, examining, evaluating, and organizing a set of community resources to meet a wide range of medical and/or physical challenges.
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1.00 Credits
Provides frameworks for understanding and choosing from an array of instructional strategies that can be incorporated into the instructional design, assessment and implementation processes that meet the needs of diverse learners, particularly students with disabilities and students learning English. Prereq: SPED 4111/5111 or SPED 4112/5112.
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3.00 Credits
Designed to give teachers a framework for providing functional learning experiences in the domains of education, community access, employment, independent living, and social/recreational skills of students in special education. Emphasis is placed on creating, implementing, and evaluating educational placements for subsequent environments. Prereq: SPED 5010, 5600, IPTE 5000, 5120 and EPSY 5240 or permission of instructor.
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