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Course Criteria
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3.00 Credits
Provides an overview of the assessment and evaluation processes involved in special education. State and federal law and regulations guiding the assessment and evaluation cycle will be reviewed as well as the process for determining whether a child is eligible for special education. Students learn how to select, implement, score and interpret assessments using technical and practical techniques. This includes practice with both formal and informal (e.g., criterion and curriculum-based) measures. Participants write reports to summarize such information for different audiences. In addition, students will write Individual Education Plans (IEPs) including PLEPs (the present level of educational performance) using assessment information and will determine how to plan for instruction using IEP goals and short-term objectives. Prerequisites: EDSP 200, EDSP 201, EDSP 202, and Admission to Major.
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3.00 Credits
Participants in this course will examine a variety of research-based methods and strategies utilized in the education of students with mild and moderate disabilities who are served in special education programs. Participants will develop individualized education plans (IEPs) based on students' academic needs and teach lessons designed to match the IEP. Prerequisites: EDSP 200, EDSP 201.
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3.00 Credits
Provides pre-service teachers a supervised experience in observing and working with students with disabilities. Activities include: collecting observational data, practicing lesson-plan development and implementation, assisting with teaching and tutoring, and developing a cumulative collection of artifacts demonstrating knowledge and skills based on Interstate New Teacher Assessment and Support Consortium standards. Prerequisites: Other 300-level EDSP course requirements and previous coursework. Corequisites: EDSP 401, EDSP 402.
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3.00 Credits
During this course, students focus upon the individual nature of children who present challenging behaviors. First they learn strategies for preventing these behaviors, which builds on the previous course from students' first year of special education coursework, EDSP 201 Selecting Behavioral Interventions. They also learn the thoughtful necessity of well-rounded assessment (including functional analysis) and analyze the diagnostic characteristics of learners. In addition, students learn how to design measurable behavioral intervention plans to enable more acceptable behaviors to flourish. Students visit classrooms focusing on various techniques, analyze research-based methodologies and discuss the need for wraparound techniques and crisis intervention plans. Issues in the education of such children are discussed along with the need to enable students to work toward success in general education and typical work settings. Participants will study related state and federal law, litigation and regulations that relate to the education of children presenting challenging behaviors. Prerequisites: Other 300-level EDSP course requirements and previous coursework. Corequisites: EDSP 400, EDSP 402, EDUC 339.
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3.00 Credits
Students have an opportunity to explore current issues in special education both at the local and national level. In addition, each student will explore new curricula or assessments he or she has not yet utilized. Students will be partnered with a family to complete a project that will benefit the family, the young learner and the college student. This project will include family visits. Students must finish and present their integrated research project initiated during their first course, EDSP 200 Foundations of Special Education. Students will submit their portfolios for review to the education department to determine their readiness for student teaching. Prerequisites: Other 300-level EDSP course requirements and previous coursework. Corequisites: EDSP 400, EDSP 401, EDUC 339.
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6.00 Credits
Student teaching is an experience in a K-6 classroom for students with mild and moderate disabilities that includes observation and provides for expanding responsibilities, including participation in a broad range of activities of a practitioner in a school. This experience provides for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties. The student-teaching experience shall continue under the direction of the campus supervisor and the cooperating practitioner, until the student teacher has achieved the stated objectives of the program or the student teaching is terminated. Students will demonstrate competency in the Interstate New Teacher Assessment and Support Consortium standards. Prerequisites: Admission to Student Teaching.
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1.00 Credits
This introductory course is required of all education students prior to acceptance into the education department. Students are placed, for a total of 30 clock hours in two different settings with 15 hours in each setting. The purpose of this course is to assist students in clearly defining their career goals in the teaching profession. Students are provided with learning activities that are completed through observation and participation in the field experience classroom. Students begin to learn how to apply technology in the teaching profession. Students initiate the electronic portfolio process in this course. This course is offered each semester. Corequisite: Concurrent enrollment in EDUC 200.
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3.00 Credits
Study of racial, ethnic, social and cultural groups and their social and educational problems. Human relations, biases, prejudice and discrimination in daily life and education are explored. The course provides pre-service teachers with knowledge, skills and values to enable them to accommodate social and cultural diversity in the classroom, to reduce prejudice, and to improve educational achievement of all students regardless of their racial, ethnic or social class and cultural background. This course is offered each semester. This is an approved diversity studies course.
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3.00 Credits
A study of the psychological foundations of education as appropriate to the grade endorsement; instructional design; personality and intelligence; learning and cognition; motivation; classroom management, discipline, measurement and evaluation; legal and ethical issues. This course is offered each semester.
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3.00 Credits
A study of movement concepts and movement education for elementary physical-education classes. Activities of movement education and exploration, games of low organization, relays, stunts, self-testing, rhythms and rope jumping are offered, plus experience in presenting the material on the elementary level.
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