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Course Criteria
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3.00 Credits
This course provides an in-depth examination of the special needs of children who are gifted and talented. Topics covered include definitions and characteristics of gifted and talented, content modifications for the gifted, and information-processing strategies.
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3.00 Credits
Prerequisite: SPED 2300. This course covers both formal, informal, curriculum-based diagnostic and assessment instruments. Their usefulness and non-usefulness will be covered. Students will have experience in the administration and scoring of at least one nationally norm-referenced test. Students will complete one case study. Spring
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3.00 Credits
Prerequisite: Admission to teacher education. This course is designed to introduce students to the principles, problems, and procedures of working in collaboration with parents of individuals with disabilities, as well as with agencies and professional organizations involved in the delivery of services to persons with disabilities. The course provides an overview of different approaches, current issues, and problems involved in working in collaboration with families and multiple agencies. Emphasis is placed on serving as a member of a professional team, interviewing and consulting with teachers and parents, and providing leadership in instruction and instructional adaptation. Spring
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3.00 Credits
Prerequisites: SPED 3300 and admission to teacher education. This course provides information on effective curriculum and instructional approaches used to help students with mild disabilities achieve mastery and proficiency in academic skills. Research-based approaches to teaching students with mild disabilities in the areas of reading, content area instruction, and study skills will be covered. Spring
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3.00 Credits
This course discusses a variety of topics related to the field of mental retardation. Specific topics include the following: types, nature, and causes of mental retardation, characteristics of persons with mental retardation. assessment and identification procedures, and instructional strategies relating to the education of persons with mental retardation. Field experience is required.
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3.00 Credits
Prerequisites: SPED 3300 and admission to teacher education. Corequisite(s): SPED 4710. This course is designed to provide the student with skills needed to interpret curriculum guidelines and develop goals and objectives for students with disabilities of all grade levels to function in the least restrictive environment. Students will develop the ability to select and adapt strategies and materials to learning styles of students with disabilities or students identified as being at risk for future learning problems. Research-based approaches to teaching mathematics and written and oral language will be covered. This course meets the requirements for a Writing-Intensive Course. Fall
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2.00 Credits
Corequisite(s): SPED 4700. Preclinical experience in special education is a supervised opportunity for students to gain experience in the classroom and other settings which provide direct instruction to children and youth with disabilities. Techniques designed to increase task engagement and facilitate inclusion of students with special needs into the general education classroom will be explored and practiced. Sixty hours of field work is required. Fall
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3.00 Credits
Prerequisite(s): SPED 3400 and admission to teacher education; or consent of the instructor; Co-requisite: SPED 4411. This course is designed to instruct students in management strategies related to persons with disabilities who demonstrate severe challenging behaviors. Particular emphasis will be given to functional assessment but the course will include instruction in ecological assessment, data-based decision-making, and instructional strategies that can be used to develop interventions for children and youth with severe behavior disorders. There is a requirement for a functional behavioral assessment of a student or adult with a challenging behavior. Spring
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3.00 Credits
Prerequisite(s): admission to teacher education. This course is designed to provide the student with skills to implement a transition program from school to career and daily living for individuals with disabilities, regardless of category of handicaps, of all age levels. Areas to be covered include vocational/ career assessment, design and implementation of individualized programs utilizing integration of the roles of family, agencies, and business and industrial community. Fall
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3.00 Credits
Prerequisites: SPED 4477 and admission to teacher education. This course is designed to help students acquire assessment skills needed to make instructional decisions, monitor progress and promote successful participation in the general education and special education curricula. Classroom-based methods of curriculum, learning, performance, and behavioral assessments will be presented. including data collection, designing and implementing interventions making curricular adaptations, and using data to make instructional decisions. Fall
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