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Course Criteria
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0.00 - 3.00 Credits
This course will provide an overview of the areas of exceptionality as defined in federal and state law and regulations. The focus of the class will be on the historical perspective, definition, etiology, characteristics, needs, and service delivery system for each area of exceptionality. Students will gain a broad understanding of individual education plans (IEPs) and how the New York State Learning Standards are addressed for students with disabilities.Credits: 3(3-0)
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3.00 Credits
The focus of this course is on understanding students with disabilities and the effect of the disability on the teaching/learning process. Emphasis will be placed on selecting/modifying appropriate teaching strategies that are congruent with the child's development and cultural environment. Children with various types of disabilities or special needs will be examined including those who are gifted and talented, those with limited English proficiency, and those who are socioeconomically disadvantaged. Attention will be given to State Education Department regulations, various service delivery models, assistive technology, and working with administrators and ancillary personnel. Prerequisites: CURR 313 and CURR 317. Credits: 3(3-0)
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3.00 Credits
This course offers an orientation to the origin of handicapping conditions and current trends in educating students with severe disabilities. Included will be discussion of etiology as related to genetic factors and their relationship to ongoing performance. Emphasis will be placed on an examination of the current trends in educational programs for persons with severe disabilities including: assessment, curricular design, instruction, and inclusive practices. Prerequisites: Corequisite: SPED 231. Credits: 3(3-0) Offered when demand is sufficient
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1.00 - 3.00 Credits
This course provides an overview of curriculum theory, content, and instructional strategies as they relate to preschoolers with special needs in early intervention and other early childhood special education programs. The course will include: a) development and implementation of Individual Family Service and Education Investigation, under faculty direction, of a problem in professional education. Oral and written reports are required. Registration only with permission. (1 to 3 semester hours). Offered by individual arrangement
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3.00 Credits
Children with disabilities often exhibit problems learning language and using language in their environment and the school. The common receptive and expressive language problems experienced by these children and methods for the facilitation of language growth will be the focus of the course. Issues of assessment, home and school environments and the school curriculum will be addressed. Prerequisites: SPED 234. Credits: 3(3-0) Offered when demand is sufficient
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3.00 Credits
This course has two components: assessment strategies and prescriptive teaching. Professionals working with persons with special needs may be prepared to identify assessment instruments and procedures that are appropriate, evaluate the adequacy of assessment instruments, and use the information from the assessment instruments for multiple purposes (e.g., estimating student performance, developing an educational plan, and determining placement). In addition, professionals in special education must be able to communicate the assessment information they collect in a manner that can be understood by other professionals, ancillary personnel, and parents. Fieldwork is a course component. Prerequisites: CURR 313, CURR 317, CURR 320, and SPED 383. Credits: 3(2-2)
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3.00 Credits
The skills and competencies needed in order to effectively manage the classroom behavior of students with disabilities will be covered. Techniques for arranging the classroom environment (e.g., scheduling, structuring, and designing environments) as well as techniques in operant learning will be presented. The focus will be on the principles of operant learning and the relationship between behavior and environmental events that facilitate learning. Prerequisites: CURR 213 and CURR 316. Credits: 3(3-0)
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3.00 Credits
This course emphasizes developing effective communication techniques to use with personnel in educational settings, including parents of individuals with disabilities and ancillary personnel. The development of skills necessary to serve in a consulting capacity to the regular classroom teacher working with individuals with disabilities will be covered. Students will examine the different roles and functions of the special educator and how this person will work with others. Emphasis will be placed on adult interaction with students, parents, paraprofessionals, professionals, and volunteers. Prerequisites: CURR 313, CURR 317, and CURR 320. Credits: 3(3-0)
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3.00 Credits
A professional laboratory experience designed for students in the special education program which provides one-half semester of full-time student teaching in educational settings serving children with mild disabilities. (To repeat this course requires permission of and fulfilling conditions set by the Coordinator of Student Teaching.) Graded: S/U basis. Prerequisites: EDUC 354, SPED 382, SPED 385 and a minimum grade point average of 2.75. Credits: 7.5(7.5-0)
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1.00 - 3.00 Credits
Investigation, under faculty direction, of a problem in professional education. Oral and written reports are required. Registration only with permission. (1 to 3 semester hours). Offered by individual arrangement
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