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Course Criteria
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3.00 Credits
Intensive practice in written Spanish with study of syntax and semantics. Prerequisites: at least two courses numbered 307-340.
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3.00 Credits
Intensive oral practice combined with study of Spanish pronunciation, intonation, oral proficiency, dialectology and production of sounds. Prerequisite: at least two courses numbered 307-340.
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3.00 Credits
Various topics focused on the study of Peninsular or Latin American literature and culture. Prerequisite: at least two courses numbered 307-340.
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3.00 Credits
This course is designed to explore the relationship between regular and special education by providing the teacher candidate with knowledge of and direct experiences within instructional settings that include one or more special needs learners. Structured experiences will be provided to (a) ensure mastery of skills in differentiating normal from atypical patterns of behavior in children or adolescents, (b) promote acquisition of skill in understanding the educational needs of exceptional learners as well as the procedures used to identify and provide instruction for them and (c) promote a positive attitude toward atypical students. Pre- or Co-requisite: EDUC 406A or EDUC 406B or EDUC 406C.
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3.00 Credits
Knowledge and practical experience with standardized norm-referenced and criterionreferenced diagnostic procedures and instruments applicable to students with learning disabilities, mental handicaps and behavioral and emotional handicaps. Emphasis on educational programming, assessment for eligibility and teaching, and choosing and developing materials. Prerequisite: SPED 200 or SPED 525 or permission of the instructor.
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12.00 Credits
Supervised experiences in special education in a public school setting for 15 weeks. Observations, assessment, educational planning, small and large group instruction, attendance at and involvement in school-based committees. Must include students with learning disabilities, mental handicaps, and behavioral/emotional disorders. In addition, students will participate in weekly scheduled seminars. Prerequisite: Completion of all methods courses. $ 150 fee.
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3.00 Credits
This course addresses the management and intervention strategies for students with special needs in the general and separate classroom settings in elementary and secondary schools. Strategies studied may apply also to other students often considered at risk of school failure. Functional Behavior Assessment and development of the Positive Behavior Plan will be included in this course to equip the special educator with effective crises intervention strategies. Teacher candidates are taught to detect early warning signs of problematic behaviors, how to use verbal and nonverbal techniques to avoid violent confrontations, and safe physical intervention procedures. Includes a community service component. Prerequisite: SPED 200, SPED 525.
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3.00 Credits
Focus is on the characteristics, definitions, causes, diagnosis, historical aspects, social relationships, family relationships, multicultural aspects of the three high incidence disabilities: learning disabilities, behavioral-emotional disabilities, and mental disabilities. Prerequisite: SPED 200 or permission of the instructor.
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3.00 Credits
Focus is on specialized methods used for teaching students with special needs due to learning disabilities, behavioral-emotional disabilities, and mental disabilities in the content areas in elementary, middle, and secondary school. Curricula and intervention strategies for the development of cognitive skills, academic skills, adaptive skills, and appropriate behavioral skills are examined. Includes a community service component. Prerequisite: SPED 525, or permission of the instructor, and formal admission to the Teacher Education Program by the TEB.
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3.00 Credits
This course focuses on Individualized Education Program (IEP) development and collaboration. The course will address strategies for the development, implementation, and monitoring of IEPs and related instructional planning for students with exceptional learning needs. By developing group processing skills and skills for collaborative interaction with other educators, families, and community agencies, candidates will learn how to manage compliance across programs, preparation of IEP team meetings, planned transition, and coordination for delivery of services. NOTE: ENGL 202 College Writing is a prerequisite for ALL English (ENGL) courses at or above the 300 level.
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