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Course Criteria
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3.00 Credits
(3 Credits) This course will introduce the basic values that underlie supporting students who experience disabilities, and the roles of teacher assistants in supporting those individuals including the value of inclusion in home, education, work and community life; respect for the inherent worth and dignity of each person; and respect for students' basic rights to affect the conditions of their own existence. Through readings, in-class discussions, and on-site visits to schools and classrooms, teachers and teacher assistants will develop strategies on how to facilitate students' independence, learning, social connections, and self-advocacy skills. Curriculum will emphasize the philosophical and practical applications of valuing students' abilities and diversity, collaborating with educators and families, supporting classroom teachers, curriculum modifications, and problem-solving strategies. Topical issues to be explored include A History of Disability; Civil Rights and Self-Advocacy; Legal Issues and Disability; Growing Up with a Disability; Families of Individuals with Disabilities; Early Intervention and Pre-School Services; Inclusive Education; Free Speech and Communication; Individuals with Challenging Behavior; and Literacy and Students with Disabilities.
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3.00 Credits
(3 Credits) A survey of macroeconomic issues, such as world trade, the role of unions, causes of inflation, the role of productivity, supply and demand, the nature of money, as well as the costs and causes of unemployment. Special emphasis is placed upon the role government plays in the economy through taxes and resource allocation. (Prerequisite - Corequisite: ENG120)
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3.00 Credits
(3 Credits) An examination of the functional operation of the economy from a unit analysis perspective. Topics covered include perfect and imperfect competition, factors of consumer demand and elasticity, measurement and principles of international trade, the individual firm and costs of production. (Prerequisite - Corequisite: ENG120)
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3.00 Credits
(3 Credits) This course will introduce the basic values that underlie supporting students who experience disabilities, and the roles of teacher assistants in supporting those individuals including the value of inclusion in home, education, work and community life; respect for the inherent worth and dignity of each person; and respect for students' basic rights to affect the conditions of their own existence. Through readings, in-class discussions and on-site visits to schools and classrooms, teachers and teacher assistants will develop strategies on how to facilitate students' independence, learning, social connections and self-advocacy skills. Curriculum will emphasize the philosophical and practical applications of valuing students' abilities and diversity, collaborating with educators and families, supporting classroom teachers, curriculum modifications, and problem-solving strategies. Topical issues to be explored include A History of Disability; Civil Rights and Self-Advocacy; Legal Issues and Disability; Growing Up with a Disability; Families of Individuals with Disabilities; Early Intervention and Pre-School Services; Inclusive Education; Free Speech and Communication; Individuals with Challenging Behavior; and Literacy and Students with Disabilities.
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3.00 Credits
(3 Credits) This is a survey course that investigates the philosophical, historical, and social/cultural character of education in the United States. It is intended to be an examination of how schools function organizationally. Discussions will include the role of education, system philosophy, and trends that have shaped contemporary education; field observations are included. This course is a concentration requirement for both Special Education and Education associate degree programs; while it is intended to be the first in a series of learning experiences for those interested in careers as teachers, it also fulfills a Social Science elective requirement.
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3.00 Credits
(3 Credits) This course is an introduction to English as a Second Language (ESL) and the current theories in second language acquisition. It is designed for educators to develop an understanding and appreciation of diversity and its impacts on teachers, administrators and students. The course will help teachers make sound decisions when working with ESL students in the classroom. We will develop methods to incorporate multiculturalism into curricula and to explore diverse approaches to pedagogy.
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4.00 Credits
(4 Credits) This course will provide students with knowledge and skills for supporting students with challenging behaviors, using the framework of positive behavioral supports. Students will gain a working knowledge of the basic assumptions about the context and function of behavior and understand the role that behavior plays in helping students influence people and the events in their environment, meet their basic needs, and avoid unpleasant situations. By developing strategies to determine the functions of certain behaviors, students will gain new and effective strategies for supporting students who demonstrate challenging behaviors in the classroom. The focus on the teaching of new skills (as opposed to intrusive interventions that rely on the elimination of challenging behaviors) will provide students with effective positive approaches that respect the dignity of the individual and facilitate social inclusion. This includes field study. (Prerequisite: BEDU101 or POI)
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3.00 Credits
(3 Credits) Predicated upon legislative requirements such as the Individuals with Disabilities Education Act (IDEA), this course considers the theories and issues explored in EDU101 in the context of inclusive instructional settings. In addition to developing an understanding of the various legal requirements, effective instructional strategies for curriculum adaptation and delivery to most effectively assist students with special needs will be explored. (Prerequisite: EDU101 or POI)
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3.00 Credits
(3 Credits) This course will focus on strategies to address the needs of integrated classrooms. The concepts of design and adaptation of instructional material for individual and small group use, teacher characteristics which enhance the learning situation; assessment (both formal and informal), and student behaviors that influence integrated classrooms will be addressed. Students will explore how curricula can be used to challenge all students and allow them the opportunity to demonstrate their knowledge and skills. Using Gardner's multiple intelligence concepts and applying strategies from Gordon's People Types and Tiger Stripes, students will develop an understanding of the various theories proposed to deal with diverse populations. They will participate in personal assessments of their individual learning/intelligence types and develop a "Strategic Learning Plan" for themselves. In addition, students will develop and practice a variety of techniques that could be used in inclusionary classroom settings. (Prerequisite: EDU101, 104 or POI)
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3.00 Credits
(3 Credits) The focus of this course is on strategies to accommodate students who have difficulties with basic reading, writing, and study skills. Emphasis will be placed on accommodating students versus "helping" students by completing work for them. A variety of practical techniques will be studied and practiced through in and out of class exercises. Collaborative teaching will be used by students to demonstrate their knowledge and skills. In addition, students will learn a variety of study strategies, including mnemonics, double column notes, reading strategies, concepts of active vs. passive learning, organization and time management skills. Students will be expected to work in small groups to develop strategies to teach various skills to their peers in the class. Innovation and creativity are key to success in this course. (Prerequisite: BEDU101 or POI)
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