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Course Criteria
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3.00 Credits
Terms, trends, history, and current information bases on applications of technology and assistive and adaptive devices for working with children. Use of technologies for learners with mild, moderate, and severe disabilities for education programs in schools and agencies. Identification of interventions for effective learner communication and needed augmentative communication devices. Knowledge of system components and configuration of special and adaptive devices. Competency-based, requiring laboratory work. Prerequisite: EDUC 500.
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3.00 Credits
Focuses on methods and strategies for facilitating learner access and growth in academic, social relationship, communication, vocational, personal, recreational, community, and functional life skill domains. Emphasizes the development and implementation of positive behavioral support plans and interventions that address students' behavioral, social, and motivational needs as well as transition planning, family-centered assessment, student empowerment, conflict resolution, and friendship development.
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4.00 Credits
Focuses on developing skills in working effectively for and with children with moderate and severe cognitive, communication, social/emotional, and physical/health challenges through practical, hands-on experiences. Emphasis is on transdisciplinary teaming in IEP development and delivery and methods for procuring and managing resources to enable students with specialized health care, mobility, sensory, behavioral, and communication needs to participate in school and community experiences. Field experience requires instruction of students with moderate and severe disabilities.
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7.00 Credits
Intern teaching in a special education setting in selected K-12 schools under the supervision of a credential special education teacher and University supervisor. Includes participation in student teaching seminars. This course is aligned with California's SB 2042 Standards. May not be taken for credit by students who have received credit for EDMX 572. Graded Credit/No Credit.
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7.00 Credits
Intern teaching in a special education setting in selected K-12 schools under the supervision of a credential special education teacher and University supervisor. Includes participation in student teaching seminars. This course is aligned with California's SB 2042 Standards. May not be taken for credit by students who have received credit for EDMX 664. Graded Credit/No Credit.
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3.00 Credits
Explores acquisition of speech and language skills in children and deviations from the normal patterns, including disorders of language, articulation, and voice; language differences in a multicultural society; and stuttering. Students will complete 25 hours of observation hours within a school setting. The role of the speech and language pathologist within the public schools also will be studied.
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2.00 Credits
Development of competence in the diagnosis and treatment of a variety of communicative disorders in children and/or adults through supervised practice. Involves a minimum of 40 clock hours of supervised diagnosis and treatment including case history review, interview, test administration, data analysis, treatment plan design, oral and written report presentation, and treatment plan implementation. Experience may also include activities related to staffing, educational support, counseling, prevention of communicative disorders and the enhancement of speech, language, hearing and communicative effectiveness. May be repeated for a total of four (4) units. Co/prerequisite: EDSL 652.
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4.00 Credits
Development of competence in the diagnosis and treatment of a variety of communicative disorders in children and/or adults through supervised practice. Involves a minimum of 80 clock hours of supervised diagnosis and treatment including: case history review, interview, test administration, data analysis, treatment plan design, oral and written report presentation, and treatment plan implementation. Experience may also include activities related to staffing, educational support, counseling, prevention of communicative disorders and the enhancement of speech, language, hearing and communicative effectiveness. May be repeated for a total of eight (8) units. Co/prerequisite: EDSL 652.
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2.00 Credits
Development of competence in the screening of hearing through supervised audiological practice. Students develop skills in the diagnosis, treatment and referral of individuals with hearing disorders through supervised practice. Practice includes a minimum of 35 hours in total - with a minimum of 15 in screening and 15 in habilitation/ rehabilitation of individuals with hearing impairment. Prerequisite: EDSL 682.
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6.00 Credits
Development of competence in the diagnosis and treatment of children with a variety of communicative disorders through supervised school-based practice. Includes a minimum of 120 clock hours of supervised practice in the diagnosis and treatment of communication disorders in children, including: case history intake, interview, test administration and interpretation, data analysis, lesson plan design, oral and written case presentation, and lesson plan/treatment implementation. Also includes activities related to staffing, consulting, education, prevention of communicative disorders and the enhancement of communicative effectiveness. Prerequisite: EDSL 652.
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