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Course Criteria
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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. Recommendation: Strongly recommended that this course be taken in the same semester as the designated methods course.
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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.
Prerequisite:
( EDEX 111 and EDEX 112 )
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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 DISB 340; may not be taken for duplicate credit.)
Prerequisite:
( EDEX 111 or EX 111 ) and ( EDEX 112 or EX 112 ) and ( EDSP 202 or EP 202 or EDSP 102 )
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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 DISB 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 DISB 378; may not be taken for duplicate credit.)
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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.
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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.
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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.
Prerequisite:
( EDEX 221 or EX 221 ) and ( EDEX 222 or EX 222 ) and ( EDEX 322 or EX 322 or EDEX 231 or EX 231 ) and ( EDEX 321 or EX 321 ) and ( EDEX 340 or EX 340 )
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3.00 Credits
Emphasizes methods designed to facilitate the development of an integrated, functional, and community-based curriculum that prepares individuals for integration in a wide variety of postschool environments. Particular attention is given to methods and interventions based on the principles of applied behavior analysis.
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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. Also addresses legal implications related to these roles. (Also offered as DISB 440; may not be taken for duplicate credit.)
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