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Course Criteria
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1.00 - 5.00 Credits
1-5 hours. Introductory course on a topic not included in the regular curriculum. Prerequisite: permission of instructor.
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1.00 Credits
1 hour. Must be taken during the junior or senior years. Designed to study and discuss research and issues in science and technology and to explore the role of scientists in research, education, and society. A student may take the seminar any number of times, but only 1 hour will count toward the major.
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3.00 Credits
3 hours. A study of important discoveries of science and how they influenced our culture. The course entails a broad selection of topics from science and technology. There is emphasis on analyses of science related problems; making decisions about science related problems; and communicating solutions to science related problems. Prerequisite: Any 2 science laboratory courses..
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3.00 Credits
3 hours. An inquiry based approach to topics in physics, chemistry, astronomy, meteorology and geology. Experiments and activities to teach scientific concepts and to demonstrate teaching strategies are emphasized. Students are required to complete a project to incorporate the new knowledge into their teaching situation
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2.00 Credits
2 hours. Students further expand and apply their knowledge base in specific areas of Physics, Astronomy and Chemistry as applies to grade level. Constructivist teaching methods and strategies are explored in relation to personal and children's knowledge growth in the classroom environment.
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12.30 Credits
This course is an introduction to the profession of special education. History, theoretical foundations and practices related to the social, emotion, health, and learning characteristics of the individuals with mildmoderate disabilities are explored. The course includes an introduction to the educational and psychological characteristics (cognitive, emotional, and social) of school age individuals with mildmoderate disabilities and the implications these characteristics have for educational practice. Problems of definitions, screening, diagnosis, classification systems, transition, future planning, classroom management, and multicultural issues are introduced. Fall
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1.00 Credits
1 hour. Students from CMU will visit an urban school, spending two school days in a special education classroom, preferably at two different grade levels since their certification will be K-12. Immediately following these visits, students will write about their experiences, connecting the practices and behaviors they observed with Missouri Standards for Teacher Education programs (MoSTEP) and grade level expectations (GLE) they have discussed in their classes. These papers will be evaluated by the CMU instructor of the practicum, who will accompany the students to the schools.
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3.00 Credits
3 hours. This course provides an introduction to the educational and psychological characteristics (cognitive, emotional, and social) of elementary age individuals with mild-moderate disabilities and the implications that these characteristics have for educational practice. Problems of definitions, screening, diagnosis, classification systems, transition, future planning, classroom management, and multicultural issues are addressed. Information useful for selecting and developing intervention programs for elementary age students with mild disabilities including physical and other health impairments are addressed. Included is an overview of research in the field with emphasis on the study of instructional approaches emphasizing specific methods and materials. Spring
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2.00 Credits
2 hours. The practicum will be a supervised clinical and school based experience with students with mild-moderate disabilities including physical and other health related impairments for a total of 32 clock hours. The student observes and uses strategies and techniques demonstrated by the classroom teacher and/or university supervisor.
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2.00 Credits
2 hours. This course will explore a variety of theories, concepts, principles, curriculums, and service delivery models utilized when planning and implementing effective career development and transition programs for the exceptional individual. Issues related to family dynamics and resources available in the community to support families and their children as they transition into adulthood will be explored. Students will learn techniques for interacting with parents/professionals and examine collaborative strategies for interdisciplinary efforts. Spring
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