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Course Criteria
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3.00 Credits
Emphasizes foundations of human growth from conception to age 21, plus atypical development related to special needs with regard to cognitive, physical, and socialemotional development. Provides a foundation for the understanding of the needs of students with developmental disabilities ranging from early intervention to the end of their high school years. (Also offered as EDEX 114; may not be taken for duplicate credit.)
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3.00 Credits
An overview of systematic behavioral change techniques for use with students in a variety of special education settings, including integrated, resource, self-contained, special school, and residential. Emphasizes a case analysis approach to creating and evaluating behavioral changes for students with mild to severe disabilities. (Also offered as EDEX 340; may not be taken for duplicate credit.)
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3.00 Credits
Focuses on major theoretical positions regarding etiology of emotional/ behavioral disorders, learning disabilities and brain injury; definition and identification of the populations; and educational approaches. Reviews research in the field, including current issues, trends, educational practices, and services. Uses a variety of instructional approaches (e.g., cooperative learning, simulations, role-playing) to facilitate acquisition of new knowledge and skills. (Also offered as EDEX 369; may not be taken for duplicate credit.)
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3.00 Credits
Focuses on major theoretical positions regarding etiology of intellectual disabilities, developmental disabilities, a wide and diverse range of physical/ multiple disabilities, and other health impairments. Discusses definitions, population characteristics, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services. (Also offered as EDEX 378; may not be taken for duplicate credit.)
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1.00 Credits
Emphasizes ethical and professional behavior for educational professionals working with individuals with special needs. Focuses on responsible and ethical conduct as it relates to interaction with students and other professionals in direct service, instructional, and/or supervisory roles. Addresses legal implications related to these roles. (Also offered as EDEX 440; may not be taken for duplicate credit.)
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1.00 - 12.00 Credits
Allows the intern to demonstrate competencies working in a public or private agency providing educational/rehabilitation services. This may include, but not be limited to, writing and analyzing comprehensive evaluation reports, counseling individuals with disabilities, understanding agency and/ or service delivery responsibilities and limitations, referral and follow-up processes, and use of various assessment approaches in evaluating the capacity of an individual to function independently in a broad range of community settings. Previously Offered as EDEX 493 before 2017-18.
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1.00 - 3.00 Credits
Special Topic courses are offered on an experimental or temporary basis to explore topics that are not included in the established curriculum. A given topic may be offered under any special topic identity no more than three times. Special topics numbered 281 are offered primarily for lower-level undergraduate students.
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3.00 Credits
Presents the foundations, theoretical, and practical aspects of the development of young children, focusing on various learning theories/theorists and the developmental stages and needs of children from birth through age five. Examines the various stages of child development with a focus on a review of the research, theories, and theoretical program models, and types of early childhood programs; discusses available community resources, professional organizations, and standards of ethical behavior and practice all in an exploration of child development and contemporary educational, cultural, social, and emotional issues for children, ages birth to five and their families.
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3.00 Credits
Develop a strong understanding and deep appreciation of the diversity among families, communities, and school cultures in the United States. Locate and develop curricular materials and teaching strategies appropriate to diversity. Recognize families and communities as competent and resourceful systems. Critically examine ways to collaborate with family members and community agencies to support students with and without disabilities. Focus on legal and philosophical bases for supporting families in making important decisions affecting their children.
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3.00 Credits
Designed to introduce prospective teachers to the historical, sociological, and political aspects of early childhood eduction. An emphasis is placed on appreciating diversity in the early childhood classroom and on developing keen observation strategies to both heighten understanding of children and evaluate programs that serve them.
Prerequisite:
ECED/EDEX majors only
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