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Course Criteria
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3.00 Credits
Students will study theorists and principles associated with the three models of reading, learn how to provide a balanced reading-writing program, collaboratively create a variety of materials and guides for classroom use, and understand Vermont's Writing Assessment and Portfolio Guidelines. In addition, students will be responsible for developing an interdisciplinary thematic unit plan that fosters literacy development. Prerequisite: EDU 2010, EDU 2110, EDU 2870.
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3.00 Credits
In this course, students will study current theories and principles associated with literacy development, learn how to analyze reading difficulties with appropriate forms of formal and informal diagnostic measures, and develop a variety of remediation strategies and techniques. In a field component for this course, students will be required to work weekly out in a public school to complete an actual written case study. Prerequisite: EDU 2010, EDU 2870, EDU 3040, EDU 3130, EDU 3170, or consent of instructor. Lab fee $20.
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3.00 Credits
This course focuses on students with High Incidence Disabilities: learning disabilities, attention deficit hyperactive disorders, and mild/moderate emotional and behavior disorders. Pre-service special educators will learn about the characteristics of these students and the strategies used to teach them collaboratively within the regular classroom and in resource rooms for academic and social success. Emphasis will be placed on diagnosing and remediating literacy difficulties across academic areas, and utilizing assistive technology to accommodate for these challenges. The field component of this course is 15 hours based on licensing area. Prerequisite: EDU 2110 Spring.
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3.00 Credits
This course focuses on how constructivist, language-based principles apply to learning in secondary school content courses. It is an inquiry course focused on two principal questions: (1) What is your relationship to language? Who are you, a prospective teacher, as a reader and a writer? (2) What is the nature of language and what is its place in the teaching/learning process in a secondary school classroom? Ultimately, the purpose is for you to (1) identify and put into practice principles based on the theory that reading and writing generate thinking and learning in the content areas and (2) learn specific reading and writing strategies that encourage students to be active and committed learners in their subject matter fields. Prerequisite: EDU 2010, EDU 2110, EDU 2870. Fall.
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3.00 Credits
This course provides a theoretical and practical framework to assist the student/prospective educator in developing the insight to interpret and analyze the cultural cues encountered daily. Specific topics include tenets of multicultural education, dynamic aspects of micro-cultures (race, ethnicity, gender, exceptionality, age religion, sexual orientation, etc.), and strategies for developing intercultural sensitivity. Prerequisite: For Education majors: EDU 2010, 2110, 2870, or consent of instructor; for Business majors: any one course from the Philosophical/ Psychological/ Social Analysis Core and BUS 2020; for other majors: consent of instructor. Fall .
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3.00 Credits
The course will focus on positive strategies to reduce problem behavior, increase academic achievement and improve social behaviors across all environments. Education students will de- velop knowledge and skills to prevent problem behavior and to intervene appropriately in crisis situations. The goal is to establish safe, positive classroom and school climates that will enhance the acceptance of students with behavioral challenges and will increase their self-management skills, self-esteem, and academic success. EDU 2110 or consent of the instructor. fall
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4.00 Credits
This course is a study of the interdisciplinary nature of the elementary school with an emphasis on the curricular materials to be used in teaching. Emphasis is on exposure to appropriate methodology for classroom management, math, science and language arts. A minimum of 50 hours of field work is required. Prerequisite: Junior or Senior standing, EDU 2010, EDU 2110, EDU 2870, EDU 3340.
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3.00 Credits
The primary purpose of this project-based course is for all of us to become engaged in an inquiry focused on constructing the meaning and purpose of curriculum in the context of public schools. Our intent is that prospective teachers come to think that curriculum-making is a natural part of their role as teachers. We design activities to develop confidence in their abilities to perform this complex task, to analyze and critique different visions of elementary and secondary curricula, to understand the political nature of curriculum and to make it a habit to identify and take a stand on public school curricular issues and school reform. As part of that process we ask students to investigate their own learning experiences and become mindful of how personal experiences can shape who we become as curriculum-makers. Students will discover the language used to talk about curriculum, learn to differentiate between traditional and experientialist/constructivist perspectives on curriculum and become committed to basing curriculum on current knowledge of how we learn. Prerequisite: EDU 2010, EDU 2110, EDU 2870.
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4.00 Credits
This course focuses on the role of the special education teacher, as he/she teaches students with learning disabilities, learning impairments, and behavioral challenges in the resource room and in the regular classroom. The emphasis is on planning, instruction, and assessment, including the linkage of assessment/evaluation with curriculum/instruction and technology. Students will be exposed to the most common assessment measures used to identify and teach students with special needs and the "paper process" that is legally required for all students with identified challenges.Emphasis is placed on literacy instruction and access to the general education curriculum. The field component of the course (60 hours) is designed to give the student hands-on practice, and opportunities for observation, teaching, and assessment that bridges previous coursework and leads to student teaching. Prerequisite: EDU 2010, EDU 2110, EDU 2870, EDU 2110, EDU 3130, & EDU 2140. Fall.
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3.00 Credits
This course is an overview of laws that govern special education. Special educators will learn collaborative strategies for their work with regular classroom teachers, specialists, parents and administrators. Individuals with Disabilities Education Improvement Act (2004), VT State Regulations, the Family Education Rights and Privacy Act (FERPA), and Section 504 of the Rehabilitation Act 1973 will be explored. Prerequisites: EDU 2110 or consent of the instructor. Spring.
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