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Course Criteria
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3.00 Credits
Assessment and instruction related to children?s and adolescents? classroom reading and writing difficulties, both strengths and needs. Examination, analysis and demonstration of naturalistic and standardized assessment protocols and appropriate teaching strategies for addressing strengths and needs. Emphasis on authentic classroom assessment and literacy learning. Students prepare a case report on one child or adolescent and a portfolio of classroom assessment and teaching tools. Prerequisite:á
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10.00 Credits
Theories and strategies of teaching students with physical, sensory and perceptual disabilities, particularly cerebral palsy and autism. Emphasis on teaching sensorimotor skills; incorporating sensorimotor instruction into other curriculum areas; making accommodations; using adapted equipment and materials. Minimum of 10 hours of fieldwork required with student with sensorimotor disability. Prerequisite: SPED 501 or equivalent.
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10.00 Credits
Core characteristics of autism spectrum disorders, including social interaction disruptions, communication disturbances (verbal and nonverbal), movement and sensory impairments (including restricted and repetitive behavior patterns). Strategies for successful educational, social, family and community interventions and interactions. Minimum of 10 hours of fieldwork with students with autism spectrum disorders and/or their families. Prerequisite: SPED 501 or equivalent.
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3.00 Credits
Models learner-centered instructional practices based on the Foxfire approach to teaching. Theoretical foundations, including the work of John Dewey, are examined. Participants explore the active involvement of students in developing connections among their lives, communities and curriculum.
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10.00 Credits
Framework for understanding and influencing challenging behavior of students and promoting development of positive social interaction skills. Minimum of 10 hours of fieldwork required.
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10.00 Credits
Knowledge, skill and dispositions needed by teachers to develop partnerships with families of children with disabilities and/or families from diverse social, cultural and linguistic traditions; with other school personnel; and with staff in related community agencies. Minimum of 10 hours of fieldwork required. Prerequisite: SPED 501 or consent of instructor.
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10.00 Credits
Provides participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings. Prepares educators who engage in reflective decision-making and research-validated professional practice based on collection and evaluation of informal, formal, curriculum-based, and standardized assessment data. Open only to matriculated students in special education. Minimum of 10 hours of fieldwork in special education required.
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10.00 Credits
Addresses the special learning needs of secondary students identified as learning disabled. Emphasis is on service delivery models at the secondary level, strategies instruction, and planning and organizing instruction independent of content areas. Minimum of 10 hours of fieldwork with secondary students required.
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10.00 Credits
Addresses practical issues in using technology to support or supplement instruction for students with disabilities, including assistive technology (e.g., single-switch devices, augmentative communication); assistive computer applications (e.g., synthesized speech, screen magnifiers, word prediction); software to support applications; and strategies for universal design. Grounding in legal mandates for access, accommodations and technology for students with disabilities. Minimum of 10 hours of fieldwork required. Prerequisites: SPED 501; competence with personal computer for email, word processing, and web searches.
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10.00 Credits
Although IDEA and NY State regulations provide supportive policy frameworks for inclusion, many teachers struggle to actualize these commitments. This course is designed to examine and reverse barriers to inclusion embedded in school cultures and assist elementary level teachers in developing instructional approaches that address the educational, cognitive, social and emotional needs of ALL children. Minimum of 10 hours of fieldwork required. Prerequisite: SPED 501, ELED 502 or permission of instructor.
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