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Course Criteria
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3.00 Credits
Prerequisites: EDCI 531, 505 or equivalent, 536 This field activity provides students with school-based experience in the selection and utilization of software and hardware. Students will also be involved in integrating technology into their classroom settings.
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3.00 Credits
Prerequisite: EDCI 546, concurrent with EDCI 588; Student must hold a valid U.S. teaching credential OR have registered for and successfully completed a student teaching experience at an accredited 4-year institution of higher education. The Intervention Specialist team has chosen the Taskstream system to support the comprehensive program outcomes of the licensure programs. Taskstream is a subscription online portfolio system that provides students with lesson, unit, and portfolio building tools through their website, www.taskstream.com. Please note there will be required Taskstream class assignments and program Dwight Schar College of Education 93 portfolios that will be due during student's course of study at Ashland University.While some classes will not have Taskstream assignments, students are responsible for maintaining their completed assignments for possible future use in the online program portfolio. This course is designed to introduce the social and emotional growth and needs of students with emotional and/or learning differences. A positive approach which emphasizes the dignity of the student will be emphasized.
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3.00 Credits
Prerequisite: Student must hold a valid U.S. teaching credential OR have registered for and successfully completed a student teaching experience at an accredited 4-year institution of higher education. The Intervention Specialist team has chosen the Taskstream system to support the comprehensive program outcomes of the licensure programs. Taskstream is a subscription online portfolio system that provides students with lesson, unit, and portfolio building tools through their website, www.taskstream.com. Please note there will be required Taskstream class assignments and program portfolios that will be due during student's course of study at Ashland University. While some classes will not have Taskstream assignments, students are responsible for maintaining their completed assignments for possible future use in the online program portfolio. A course designed to provide professionals working within the field of exceptionalities, an understanding of effective verbal and nonverbal communication skills, listening skills, and personality traits perceived as supportive. The development of sensitivity to the needs of individuals, families and professionals is emphasized. Focus will be on collaboration, consultation, and teaming with emphasis on the skills of problem skills, effective handling of confrontational situations and seeking and utilizing interdisciplinary support from other professionals.
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3.00 Credits
This course is designed to review the history, legislation, legal definitions, characteristics, and educational concerns of students with need for mild/moderate/intensive educational intervention. Issues of assessment, identification, individualized educational programming, educational trends, service alternatives, and professional resources will be emphasized.
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3.00 Credits
Administrative/management procedures specific to special education programs for learners with moderate to intensive needs for educational intervention are described and practiced. Relationships between school personnel and parents. training and management of paraprofessional, budgeting, funding sources. scheduling, consultative procedures, interpersonal communication skills, enhancing team performance, and taking advantage of cultural and linguistic diversity are all addressed within the course.
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3.00 Credits
Prerequisite: EDCI 546 Concurrently with EDCI 587; Students in B+ ISMM must take the EDFN 589 instead of the EDCI 570; Student must hold a valid U.S. teaching credential OR have registered for and successfully completed a student teaching experience at an accredited 4-year institution of higher education. The Intervention Specialist team has chosen the Taskstream system to support the comprehensive program outcomes of the licensure programs. Taskstream is a subscription online portfolio system that provides students with lesson, unit, and portfolio building tools through their website, www.taskstream.com. Please note there will be required Taskstream class assignments and program portfolios that will be due during student's course of study at Ashland University.While some classes will not have Taskstream assignments, students are responsible for maintaining their completed assignments for possible future use in the online program portfolio. Emphasis is placed on developing the ability to use a variety of curriculum, methods, materials, and technology available for educating students with mild/moderate educational needs. Assessment and evaluation techniques for both academic and non-academic areas are emphasized with a focus on critical analysis of current research and design of action research. The graduate students use these skills to assess and instruct a child or a small group of children.
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3.00 Credits
A course designed to provide advanced study of development and instruction of literacy. Theoretical understandings will be explored and analyzed, especially as influencing practice. The knowledge necessary to apply appropriate instructional and programmatic decisions including knowledge of the learner, the reading and writing processes, instructional strategies, materials, assessment procedures, and classroom environment will be the focus of the course.
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3.00 Credits
Prerequisite: EDCI 560 or 563 This course is designed to provide teachers of older students to integrate literacy learning with content learning in all subject areas. The course will examine the unique role of content area teachers in supporting older students' development of advanced levels of literacy. Participants will also learn theoretically supported instructional strategies that enable all students to use reading, writing, speaking, listening, viewing, and visual production as means to learn content.
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3.00 Credits
Exploration of issues in literature for children through young adults including: history, criticism, trends, authors, illustrators, genres, instructional strategies, and organization of literature instruction and programs. The course participant will become proficient in selecting quality literature of various genres to match instructional objectives. Dwight Schar College of Education 94
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3.00 Credits
This is a course in the language arts with specific emphasis on the relationships that exist among reading, writing, speaking, listening, viewing and visually representing. Students will study current theory regarding language arts instruction and examine its role in relation to all areas of the curriculum. Through discussion and participation, the students will become familiar with organizational structures that encourage language learning in the language arts areas. In addition to organizational considerations, the course will address issues such as story telling and story reading, adaptations for special populations, visual literacy, writing in a variety of forms (poetic, narrative, expository, and persuasive), handwriting, spelling instruction, and assessment.
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