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Course Criteria
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9.00 Credits
Special needs of the mild/moderate exceptional child, classroom management, behavioral management, assessment and evaluation, methods/materials for mild/moderate exceptional children, and vocational and transition services for students with disabilities, learning styles and instructional design. Cr. 9
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3.00 Credits
Common pitfalls, problems, successes, and needs of first-year teachers in mild/moderate settings. Provides innovative strategies to reach difficult learners. Candidates will identify areas of need for individual research and for discussion in class and via Blackboard. Artifacts, anecdotes, and reflections will be added to the candidate's portfolio. Cr. 3
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3.00 Credits
Accepted best practices for teachers in mild/moderate settings. First year teaching needs identified by candidates will be discussed in class and via Blackboard. Candidates will be challenged with being responsible for their own professional growth. Artifacts, anecdotes, and reflections will be added to the candidate's portfolio. Cr. 3
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3.00 Credits
Designed for PL1 certified special education teachers in service pursuing Practitioner's Alternate Certification. Louisiana Components of Effective Teaching will be a major evaluation tool. Artifacts, anecdotes, and reflections will be added to the candidate's portfolio. Supervision by principal, mentor teacher, and university supervisor.Notes Enrollment must be for two consecutive semesters. Prerequisites: Full-time special education assignment; acceptance into SPED Practitioner's Alternative Certification Program. Cr. 3-3
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6.00 Credits
Contemporary issues and innovations relevant to the education of the exceptional child. Notes Course content may change with the approval of the Dean of the College of Education. May be taught as a workshop. Up to six hours credit may be earned as topics vary. No duplicate credit for SPED 476 and SPED 576 or VTIE 476. Lec. 1-3 Cr. 1-3
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4.00 Credits
Learning activities that include seating and positioning, augmentative communication, computer access and aids for daily living. Rationale for use of various types of equipment. Research paper and 4 hours of field work are required. Notes No duplicate credit for SPED 483 and SPED 583, or SPED 683. Prerequisite: SPED 204 or SPED 201. Lec. 3 Cr. 3
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3.00 Credits
Full-day experience in a special education school setting. Notes Minimum of 200 actual teaching hours must be completed with a minimum of 10 days in all-day teaching. Prerequisite: Bachelor's degree, completion of all required education courses, EDUC 499 and passing scores on the Praxis II: PLT. Lab. 12 Cr. 6
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3.00 Credits
Special Education inservice teachers seeking certification. Supervision provided by principal, designated classroom teacher, and university supervisor. Notes Intern will enroll for two semesters and credit will be given each semester. Prerequisites: Bachelor's degree, completion of all required education courses, EDUC 499 and passing scores on the Praxis II: PLT. Lab. 6 Cr. 3
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3.00 Credits
Techniques for developing pre-vocational, vocational, and transitional skills for individuals with disabilities including organizational, administrative, and curricular aspects. Includes directed readings and research paper. Notes No duplicate credit for SPED 545 and SPED 345, SPED 445, or SPED 644. Prerequisites: Valid teaching certificate and EDUC 647 or SPED 201 or SPED 204; or EDUC 599. Lec. 3 Cr. 3
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3.00 Credits
Advanced methods and procedures in behavioral instruction strategies. Includes 25 contact hours with students. Lectures and discussions supplemented by directed readings, independent research, and research paper. Notes No duplicate credit for SPED 573 and SPED 424. Prerequisite: SPED 201 and SPED 424. Lec. 3 Cr. 3
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