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Course Criteria
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3.00 Credits
Study of typical and atypical cognitive, language, physical, and social/emotional development; the roles of general and special educators in the education of all students; the special education process; and collaborative approaches to team planning for inclusive school environments. Prerequisite: Admission to Teacher Education or admission to Physical Education Teacher Certification option. Fall, Spring, Summer.
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3.00 Credits
Historical perspectives, trends, impact of legislation, and school contexts on the evolving and changing field of special education; learning theory, styles, and differences - including language psychological processing; and underlying principles of curriculum accommodations and modifications. Prerequisite: EDSP 202 or EDSP 333.
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1.00 - 4.00 Credits
1-4 credits Study of a selected topic in special education. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.
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8.00 Credits
1-4 credits An opportunity for a qualified student to explore work in an area of individual interest, selected and pursued in consultation with a faculty member. Consent is required from the instructor who will supervise the independent study. May be repeated for a total of 8 credits.
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2.00 Credits
2 credits An examination of the roles and responsibilities of the secondary content teacher in the context of the special education process. Focus on inclusive teaching practices, social and academic supports, collaborative challenges, and current issues for teachers of individuals with disabilities. Corequisite or prerequisite: EDUC 331. Fall, Spring.
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3.00 Credits
Curriculum design, instructional approaches and practices, and informal assessment and progress monitoring for addressing individual needs in the areas of reading, writing, and mathematics, plus strategies that support direct and differentiated instruction, adaptations and modifications, response to intervention, and access to general education. Prerequisite: EDSP 250. Fall, Spring.
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2.00 Credits
2 credits Systematic assessment of student social, emotional, and behavioral competence; challenges; and needs as the basis for designing positive supports and interventions Prerequisite: EDSP 202, EDUC 311, or EDUC 321. Fall, Spring.
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2.00 Credits
2 credits Examination of the role of formal testing in a collaborative special education process; planning, interpreting, and applying assessment results for prereferral teaming, eligibility decisions, and IEP development. Prerequisite: EDSP 350 or permission of instructor. Fall, Spring.
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8.00 Credits
8 credits A course and field experience, where students engage in the range of assessment, planning, instruction, and teaming activities inherent in the role of the special educator. Prerequisite: EDSP 350, EDSP 352, and EDSP 354, or permission of instructor. Fall, Spring.
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3.00 Credits
Full-time placement in educational setting(s) appropriate to special education certification. Supervised intensive field-based experience provides an opportunity for the preservice professional to enhance competence of principles, attitudes, and techniques for effective assessment of student needs, planning differentiated instruction, teaching to accommodate the range of learners, and collaborating with colleagues and families. Graded Pass/Fail. Prerequisite: Permission of Teacher Education. Fall, Spring.
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