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Course Criteria
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10.00 Credits
Full-time student teaching in the area of special education with K-12 experiences. Prerequisite: Acceptance by Teacher Education Committee.
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3.00 Credits
The study of children and youth with exceptionalities, and the implications of serving those students in K-12 schools, are the foci of this course for regular educators. An examination of federal, state and local policies is completed so that classroom procedures can be developed and implemented in compliance with existing regulations. The course experiences also prepare regular educators for their collaborative roles with mainstreamed students and consultative special educators.
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3.00 Credits
An examination of a variety of techniques for instruction in academic, social and vocational curricula to youth with exceptionalities in today's schools. This course considers classroom settings ranging from self-contained classrooms for students with learning disabilities, mental handicaps, or behavioral disorders to regular classes with collaborative teaching.
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3.00 Credits
A course to prepare participants to diagnose student needs and make appropriate individualized instructional accommodations in all areas consistent with IDEA and NE Rule 51. Learning resulting from this course will also qualify those involved to collaborate with paraprofessionals, parents, and regular educators. The focus of adaptations will be primarily for students with learning disabilities, behavioral disorders, and mental handicaps. Students will utilize technology in making modifications for learners with special needs.
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1.00 Credits
A course designed to prepare future educators with a framework to understand the implications of multicultural education as they enter the classroom. Students focus on self-clarification in order to understand their own culture first before they are exposed to multiple perspectives. Through field experiences, writing, discussions and readings, students analyze their beliefs, attitudes and behaviors while preparing to become competent multicultural educators.
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3.00 Credits
An examination of the primary education theories and social forces that have shaped American education with emphasis upon writers whose philosophical thought has had a particularly strong impact upon contemporary educational practices. Educational practices surveyed include the learning process, instructional design, teaching strategies, classroom management, diversity within the classroom, history and philosophy of education, and national/ state K-12 content standards. The course includes clinical field experience in elementary, middle, and secondary schools. Course content provides exploratory activities for students to develop an interest in and commitment to teaching. Prerequisite: Sophomore standing and minimum cumulative grade point average of 2.30.
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3.00 Credits
A course examining theories, principles, and characteristics of human development from conception to young adulthood. Upon successful completion of the course, students will have an understanding of the study of the teaching and learning processes and the implications for planning educational experiences in terms of behavioral and cognitive psychological principles. Students will also investigate intelligence theories and their application to lesson design and presentation, classroom management, multiculturalism and national and state K-12 content standards. The course includes clinical field experiences in elementary, middle, and secondary schools. Prerequisite: EDU 211.
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3.00 Credits
A course designed to provide a knowledge base about current research and best practice for working with adolescent learners, including their physical, intellectual, emotional and social development. Students acquire strategies for developing positive relationships with and among young adolescents with differing adolescent needs, cultures, learning styles, and intelligences. This course explores using learner interests and questions when designing curriculum. Students learn how classroom curriculum is affected by a variety of grouping strategies that emphasize interdependence, cooperation and individual responsibility. Field experiences in the schools allow practical demonstrations and application of the theoretical base about students at this age and assist with the formulation of a personal philosophy of middle grades education. Prerequisite: Sophomore standing. Offered fall term.
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1.00 - 3.00 Credits
An opportunity for supervised, independent study of a particular topic based on the interest of the student, and the availability and approval of the faculty.
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3.00 Credits
A methods course focusing on the discovery and investigation of language arts, reading methods and materials for the elementary (including early childhood K-3) and middle grade settings, including handwriting, spelling, listening, creative dramatics, grammar, language development, oral language, writing as a process approach and the six traits of analytical writing. Students become acquainted with literature for children and adolescents, including the different genres, storytelling, oral reading, choral reading and its application for teaching language arts skills. Emphasis will be placed on implementing state and national reading and language arts standards. Prerequisite: EDU 211.
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