|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
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 social-emotional 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 DISB 114; may not be taken for duplicate credit.)
-
3.00 Credits
Focuses on basic concepts of developmental reading instruction and specially designed instruction for students with diverse needs. Reviews research in the field, examines necessary assessment tools, and surveys current issues, trends, practices, and services. Examines issues and practices related to students who are English language learners. Facilitates the acquisition of new skills through a variety of instructional approaches (e.g., cooperative learning, simulations, role-playing).
-
2.00 Credits
Examines the issues associated with education of students with diverse learning needs, particularly those with disabilities or who are at risk for school failure. Emphasizes special education, particularly the legal rights of students with exceptionalities and their parents, and the responsibilities of educators in addressing those rights. Examines the differential impact of student characteristics on secondary-level school performance and instructional methods proven to be effective in educating students with disabilities and learning style differences.
-
2.00 Credits
Provides future teachers with the necessary methods to meet the needs of English language learners with special needs in the classroom. Based on knowledge of the behaviors, beliefs, and attitudes of a multicultural approach to learning, instructional methods, appropriate assessment and language acquisition techniques, and use of varied resources are included.
-
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 DISB 340; may not be taken for duplicate credit.)
-
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 DISB 369; may not be taken for duplicate credit.)
-
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 DISB 378; may not be taken for duplicate credit.)
-
3.00 Credits
Information on assessment, intervention strategies, curriculum, and prescriptive planning for preschool children with disabilities. For departmental majors who are specifically interested in early childhood special education, as an elective for other interested students in related fields, and as a required course for disability services majors.
-
3.00 Credits
Focuses on methodologies used for assessing, designing, and implementing instruction in expository texts for students with reading and learning disabilities. Addresses the demands of educational environments in which teachers are expected to collaborate in providing direct services to students. Special consideration is given to the growth and development of collaborative practices. In addition, students are expected to collaborate with each other in planning, designing, adapting, and evaluating assessment and instructional activities for a range of content area expository texts.
-
3.00 Credits
Identifies and applies assessment methods, strategies, and curricula. Emphasizes assessment methods and strategies used in a variety of service models that serve elementary- and secondary-level students with learning disabilities, behavioral disorders, mild intellectual disabilities, and high-functioning autism.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|