|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
This course addresses instructional strategies, materials and equipment, and assistive technology devices needed to provide a positive learning environment for students with disabilities. Students in this course will develop, implement and evaluate a variety of instructional approaches for students with disabilities. Students will demonstrate ability to select, adapt and use both commercial and teacher-made media and instructional materials, and evaluate and adapt the learning environment to provide students with disabilities an appropriate education in the least restrictive environment. Prerequisite: SPD 206.
-
3.00 Credits
This course serves as an introduction to the field of specific mild learning disabilities. Theoretical approaches to the field are considered. Emphasis is on the neurological, psychodynamic and behavioral approaches. Assessment techniques to aid diagnosis are presented. Various treatment methods are compared. Students are given an opportunity to work with children with learning problems. Students will use alternative technologies in class presentations and will demonstrate appropriate teaching methodology. Legal issues will be presented concerning meeting the needs of all students, including the development of the Individualized Education Plan (IEP), assessment of students with disabilities and transition of the student from school to work.
-
3.00 Credits
This course serves as an introduction to and a detailed investigation of educational, psychological and sociological concerns of people with developmental disabilities. Students will review the history of developmental disabilities, and the various learning theories as they apply to children and adults with mental retardation and developmental disabilities. Legal issues will be presented concerning meeting the needs of people with severe disabilities, including writing the Individualized Education Plan (IEP), creating optimal services and transition from school to work.
-
3.00 Credits
This course addresses screening, assessment and evaluation of individuals with disabilities from birth through age 21. Students in this course will develop, select, administer and interpret formal and informal instruments and strategies used to determine the level of individual student performance in academic, cognitive, communicative, social, emotional, behavioral, psychomotor, prevocational/vocational and independent living skills areas. Students will have practice in using evaluation and other information to determine whether an individual has a disability and requires special education or related services, and also to develop an appropriate individual education program. Standards of ethics and protocol for observation and assessment will be integrated throughout this course. Prerequisite: SPD 206.
-
3.00 Credits
Students will be familiar with the placement committee process, including roles and responsibilities of required members. Students will develop skills to communicate effectively and work collaboratively as a member of a multidisciplinary team. The importance of the parent/family and the professional partnership will be emphasized. This course encompasses a life-span perspective, requiring the student to be knowledgeable of the early intervention service system, rehabilitation service system and other interagency systems, as well as transition planning. Students will review federal and state special education laws, including the impact of the No Child Left Behind Act of 2001 on special education services. Prerequisite: SPD 206.
-
3.00 Credits
The focus of this course is to develop and design positive behavioral interventions, strategies and supports that represent current and best practices for individual and whole classroom management. Students will familiarize themselves with etiology and characteristics of individuals with behavioral and/or emotional challenges. Students will practice techniques for effective observation, assessment and evaluation of students with behavioral challenges. Focus will be on creating classrooms where learning is optimized through peaceful, respectful interactions between students and teachers, as well as among students. Prerequisite: SPD 206.
-
3.00 Credits
This course will focus on effective strategies of instruction and intervention, and curricular approaches to use in meeting the needs of preschool and kindergarten age children with exceptional learning needs. Students will learn to integrate the best practices of early childhood education with the best practices of special education. Developmentally appropriate practice recommended by the leading professional organizations in the fields of early childhood education and special education will serve as guidelines for this course.
-
2.00 - 4.00 Credits
Students completing the special education birth through preschool endorsement are assigned to an early childhood special education setting and supervised by a certified early childhood special education teacher. Required classroom hours: 45 hours for each semester credit hour.
-
14.00 Credits
Students will student teach for 70 actual school days, under the supervision of a certified special education teacher. The student teacher will be assigned to an elementary placement for 35 days and secondary placement for 35 days. This course is part of the professional semester and is taken along with a two-credit seminar, which is part of the 16 hours for degree students. Students also meet during the professional semester for seminar requirements. This course is offered Credit/No Credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus. Prerequisites: Completion of all coursework required for graduation, 2.6 GPA, acceptance from the education department faculty and approval for student teaching placement.
-
2.00 Credits
The teacher candidate is required to take this seminar during their student teaching experience. Candidates will research the following topics during this seminar: classroom climate, instructional pedagogy, assessment, resume writing, and interviewing skills. Students are required to complete their electronic portfolio during the seminar and an action research project. Attendance is required in order to successfully complete the student teaching experience. Class dates will require the teacher candidate to be on campus before the beginning of each semester.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|