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Course Criteria
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3.00 Credits
This course provides strategies for teaching and adapting materials and instruction in content areas, communication skills (i.e., reading and writing braille, reading and writing print with and without low vision devices, finger spelling), listening skills, use of technology, independent and daily living skills, habilitation, career/vocational concerns, physical education, transition from the educational setting, and leisure and recreation for students with visual impairments, including multiple disabilities and deafblindness. The course provides a theoretical framework for the concept of teacher as lifelong learner, assessment strategies for learning medium and reading medium, writing IEP's, and research applications.
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3.00 Credits
This course provides opportunities for observation and participation in the performance of the duties of a teacher of students with visual impairments, including those with multiple disabilities in an itinerant, residential, or day school setting. Practicum sessions provide for an opportunity to discuss problems, trends and issues, multicultural needs, interviewing techniques, scheduling, lifelong learner model for teachers and students, and organizational skills unique to the field.
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3.00 Credits
This course is an intensive implementation survey and specific level assessment of learning and instructional design for meeting the challenges of students with special needs. Students will acquire skills in educational evaluation of student learning during the prereferral and special education process and universally designed instructional planning, accommodations, and modifications across a variety of content areas.
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3.00 Credits
This graduate course addresses the knowledge base and skills necessary for general educators to provide standards-aligned curriculum, assessment, and instruction and intervention for students with disabilities into their classrooms. Emphasis is placed on structuring inclusive classrooms and designing appropriate accommodations for elementary and secondary students with disabilities.
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3.00 Credits
An in-depth study in the assessment, curricular, and instructional needs of students who exhibit significant reading difficulties. Students will examine effective practices through the Response to-Intervention and Instruction model which supports student success in the general education setting. Course topics include: essential literacy skills, universal screening and progress monitoring, scientifically research-based curriculum and instruction, as well as strategic and intensive interventions, including both problem-solving approaches and standard treatment protocols.
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3.00 Credits
This course addresses aligning IEPs for students with disabilities with the general education academic standards. Using the Pennsylvania Department of Education Standards Aligned System (SAS), teacher candidates learn to develop IEPs for students with disabilities that provide access to the general education curriculum and education with nondisabled students. Emphasis will be on the special education process, SAS conceptual framework (Understanding by Design), specially designed instruction, multifactor and nonbiased assessment, and backward design instructional planning.
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3.00 Credits
This course is designed to present solid theoretical material and recent research in the education of students with high incidence disabilities (i.e. specific learning disabilities, mild intellectual disabilities, and mild emotional disturbance). Students will gain an understanding and meeting the needs of learners with mild and high incidence disabilities using research- and evidence based instructional methods and strategies. Since most students with mild and high incidence disabilities are taught in the general education classroom, students will focus on universally designed instruction to address the needs of ALL learners as well as methods specific to particular learning challenges.
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3.00 Credits
This course introduces preservice and in-service professionals to the specific educational, daily living, and employment needs of adolescents and adults with disabilities. Course participants examine the historical and legal basis for providing people with disabilities with opportunities to lead independent lives and realize educational, vocational, and personal goals. Course content includes employment, and residential issues, post-secondary education, self-determination and choice-making, and adult life issues.
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3.00 Credits
The course will address medical, physical, psychological and educational aspects of students with low incidence disabilities and complex instructional needs. The major focus of this course will be teaching students with significant intellectual disabilities, autism, multiple disabilities, significant orthopedic impairments, other health impairment, and traumatic brain injury. Included will be an examination of evidenced- and research-based strategies relevant to the education of students with low incidence disabilities and complex instructional needs.
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3.00 Credits
This course introduces the goals and dimensions of behavior analysis as a science through description, prediction, and control. Philosophical assumptions of behavior analysis are covered in addition to perspectives of radical behaviorism. Distinctions are covered among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice by the science of behavior analysis.
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