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Course Criteria
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. S.
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3.00 Credits
(Prereq: EDSP 320) This course is a supervised field experience requiring three full school days per week with students with mild to moderate disabilities. Candidates integrate knowledge and skills developed in prior and current coursework. The field experience allows candidates to demonstrate their ability to apply knowledge and skills in a classroom setting. Additionally, teacher candidates (a) plan and provide small group, individualized, and whole group instruction, (b) assess and anlyze student prograess, (c) demonstrate the ability to impact student learning, and (d) evaluate and reflect on professional growth. Related seminar addresses instructional planning, including the use of technology, teaching strategies through lesson planning, implementation of interventions, and progress monitoring. F.
Prerequisite:
Take EDSP*320(6184);
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) In this course, candidates apply research on teacher effectiveness, teacher accountability, and instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention, memory, and motivation; curriculum adaptations, peer mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition into the community, workplace, and postsecondary environments are addressed. F.
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3.00 Credits
(Prereq: Admission to the Professional Program in Teacher Education) This course equips candidates with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. It focuses specifically on "positive behavior interventions and supports" (PBIS), a research-based approach to interventions designed to prevent problem behavior, encourage environmental management, and promote students' positive and appropriate behavior. This course also prepares candidates to conduct a functional behavioral assessment (FBA) in order to more efficiently identify the interventions to address the students' behavioral needs. F.
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3.00 Credits
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates to teach mathematics, problem solving, and reasoning skills to students with mild to moderate disabilities PK-12. The course focuses on national mathematics curriculum standards, research-based instruction, high stakes assessment, functional mathematics, and problem solving with an emphasis on the effects of disabilities on mathematics achievement. The problem-solving strand extends to include cross-curricular applications of reasoning skills. S
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3.00 Credits
(Restricted to Special Education majors only)(Prereq: Admission to the Professional Program in Teacher Education) This course focuses on acquiring the basic knowledge and skills required for the development of IEPs an ongoing monitoring of students' progress toward their IEP goals and objectives/benchmarks. In addition, subsequent development of instructional lessons based on the student's learning needs as they relate to their academic/social/behavioral success within the general education curriculum are addressed. F.
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3.00 Credits
(3 credits)(Prereq: EDSP*410)(Coreq: EDSP*450) This seminar corresponds with the culminating internship in special education. The course meets regularly in order to provide candidates with the content and support required for successful completion of the internship and induction into the profession. S
Prerequisite:
Take EDSP*410(6187);
Corequisite:
EDSP*450 Take EDSP*450;
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9.00 Credits
(9 Credits)(Prereq: EDSP*410)(Coreq: EDSP*420) This internship is a full-time supervised field placement. Candidates are assigned a clinical placement requiring no fewer than 60 instructional days at the elementary, middle and/or secondary levels working with students with mild to moderate disabilities. The internship allows candidates to demonstrate their ability to apply knowledge and skills from previous field experiences and coursework in a classroom setting. A critical component of the internship course is the corresponding internship seminar. S.
Prerequisite:
Take EDSP*410(6187);
Corequisite:
EDSP*420 Take EDSP*420;
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3.00 Credits
(3 credits)(Prereq: Admittance to professional program) This course covers theories and specific conditions in the area of emotional and behavior disabilities. Participants study the impact of learning and behavioral differences on academic and social/emotional performances. Diversity within student populations is addressed throughout the course. Experiential, observational, interactive strategies, and technological advances are used to facilitate course outcomes. F
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3.00 Credits
(3 credits)(Prereq: EDSP*470) This course provides knowledge of instruction programming to improve outcomes for students with emotional/behavioral disabilities across all grade levels by focusing on evidence-based strategies/methods, issues and supports needed for success in general and special education environments, and the affective, social, and academic needs of students. S
Prerequisite:
Take EDSP*470(9997);
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