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Course Criteria
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3.00 Credits
This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual's life, and the influence of autism on daily functioning at home, school, and in the community. Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.
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3.00 Credits
Children with chronic illnesses are increasingly being served by their traditional local school districts, yet the average educator is unaware of the educational and psychosocial sequelae these students experience. Educator preparedness can significantly impact the educational success of a child who is ill. School-related professionals will be empowered to better support students who are chronically ill by understanding the issues these children experience and learning to apply a school support framework. This course will demystify chronic conditions that are commonly encountered in the classroom, including cancer, genetic disorders, cardiac conditions, blood disorders, endocrine dysfunction, and others. The following information will be addressed in course content: educational and psychosocial implications of diseases and associated treatments, as well as consequences related to absences and attainment. Students will learn to apply the school support framework to assist children with aforementioned conditions as well as rare disorders not covered in this course.
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3.00 Credits
This course will provide an overview of practical, creative solutions for school-related professionals to consider when planning for the unique educational needs of their students with chronic illnesses. Strategies presented will address common issues experienced by these students and their care providers, including: discrepancies in communication relative to medical team suggestions vs. school accommodations, emotional/behavioral issues, cognitive deficits, truancy, exemption from state assessment, determining the appropriateness of 504 plans vs. IEPs, credit recovery, and peer issues. Students will identify solutions that are mutually beneficial in facilitating student attainment without inhibiting the school's ability to achieve district and federal goals. Partnership with neuropsychologists and clinical psychologists will be emphasized within the context of the identification of issues as well as implementation of recommendations.
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3.00 Credits
Children who are chronically ill experience various school-related challenges. Though children with disabilities are guaranteed a free and appropriate public education (IDEA 2004), policy has been insufficient in meeting the educational needs of children with chronic illnesses. Accordingly, a re-examination of policies to support these children is warranted. This course will outline prevailing barriers and call on professionals to seek solutions. Students will gain an appreciation for the unmet educational needs of children who are chronically ill by critically analyzing current educational policies. Students will identify unique approaches that that were the impetus for change in other vulnerable populations and will engage in real-life initiatives to support policy reform.
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3.00 Credits
This course addresses assessment and planning for students with significant disabilities. Topics include formal and informal assessment, curriculum planning, individualized instruction. Participants will be expected to observe and plan instruction from those observations.
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3.00 Credits
Instructional Strategies (MI) provides students with an overview of the instructional strategies necessary for students with moderate to intense disabilities. Teacher candidates understand how students differ in their approaches and responses to learning and create instructional opportunities that are adapted to diverse learners.
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3.00 Credits
This field based course coincides with the Instructional Strategies: Moderate to Intense Course. The purpose of this course is to introduce students to the critical issues related to serving students with significant medical, sensory, and cognitive disabilities. Through structured field experiences, this course exposes students to a continuum of placements available across the lifespan and provides hands on experience working with individuals with significant disabilities.
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3.00 Credits
This course is designed to assist intervention specialist candidates develop the knowledge, skills, and dispositions necessary to address the communication and literacy needs of students with complex learning needs. Through course readings, activities, and required course assignments, intervention specialist candidates will gain practical experiences that will prepare them to facilitate student learning.
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3.00 Credits
This course covers foundational material in technology, assistive technology (AT), and Universal Design for Learning (UDL) as it relates to the practice of special education and students with disabilities. Framed around an individualized ecological approach, themes for this course are hinged around the advocacy of social and educational betterment for learners, families, and teachers. Specific topics in this course include: Human, Legal, and Ethical Issues of Technology in Special Education, Technology Integration, AT Abandonment, AT Assessment, AT Funding, Technology for Cognition & Academic Learning, Technology for Communication, Technology for Independence & Life Skills, Technology for Working, Playing, and Leisure.
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3.00 Credits
This course provides an overview of theories relating to first language acquisition. It will provide an model of the processes involved in language acquisition and the stages children pass through to become fluent users of any language. Students will be exposed to the application of developmental information from typical children to facilitating language/communication development of both typical and special needs children.
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