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Course Criteria
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3.00 Credits
3 hours. An end of sequence course, focuses on the role of management skills necessary for effective leadership at the building level. Management skills to be taught will include instructional leadership styles, responsibilities of staff development, uses of organizational theory, decision-making processes, allocation of resources at the building level and administration of curricular activities. Includes differentiated content for persons seeking licensure at either elementary or secondary level. Prerequisite: permission of instructor. Often bundled/combined with SSLS 835 Elementary and Middle School Curriculum and SSLS 836 Secondary School Curriculum.
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3.00 Credits
3 hours. Provides the trainee with knowledge and skills necessary to implement familyguided intervention approaches for professionals working with exceptional children and youth. The emphasis is on relating these skills to the realities of practice in schools and the classroom. Family-guided intervention suggests families are able to determine their child's and family's strengths, needs, important outcomes and necessary services by using information, support and resources provided by a variety of professionals.
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3.00 Credits
3 hours. An overview of the field of early childhood special education including service delivery models, atypical infant/toddler development, the effects of early intervention, characteristics and etiologies of disabilities in preschool age children, and how disabilities affect cognitive, motor, speech and language, self-help, and social development.
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3.00 Credits
3 hours. Designed to provide the trainee with knowledge and skills necessary to plan and administer programs for students with functional learning needs. Focuses on the characteristics of students with functional needs as well as the skills necessary for moving, positioning, and protecting students who may have significant medical involvement as part of their disability.
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3.00 Credits
3 hours. Designed to provide the trainee with knowledge and skills necessary in providing education services to students with functional learning needs. The skills of developing individualized education plans and designing both self-contained and inclusive program designs will be evaluated. Skills in positive behavioral support will be focused on as well. Prerequisite: SSLS 852 Characteristics of Students with Functional Learning Needs.
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3.00 Credits
3 hours. Information and skills required by the building leader and director or supervisor of special education programs. Often bundled/combined with SSLS 809 Legal Foundations of Public Education.
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3.00 Credits
3 hours. A course designed to provide an overview of the field of learning disabilities for present and future teachers, school psychologists, administrators, counselors, and other professionals preparing to work with individuals with learning disabilities. Emphasis is on causes, identification, classification, characteristics, recent trends and research.
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3.00 Credits
3 hours. A basic foundation for teachers and other personnel working with children and youth with behavioral disorders or emotional disturbance. Includes emphasis on the characteristics and interventions associated with common clusters of behaviors, state definition and identification procedures, state-approved program guidelines, factors contributing to behavior disorders and introduction to major theoretical approaches.
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3.00 Credits
3 hours. The characteristics, personal, and social needs and identification of gifted and talented students. Emphasis is on research and trends in gifted education.
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3.00 Credits
3 hours. (No more than 9 hours to be counted on any one degree.) Designed to evaluate the student's ability to be a competent and caring special education teacher. This is a supervised experience under the direction of university personnel and a master level certified teacher, having no fewer than two full years of teaching in the present position. Prerequisite: SSLS 853 Teaching Students with Functional Learning Needs.
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