|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
Fulfills Spanish capstone requirement. This course is designed to be a culminating experience in which the student will demonstrate skills and knowledge garnered from his/her experience within the Spanish program. The Spanish major will research, write and revise an extensive research paper under the supervision of a Spanish faculty member. The capstone topic selected will directly relate to the language, literature, culture, history and/or civilization of the Spanish-speaking peoples of the world. The student will present the results of his/her research in a public forum at the end of the semester. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Combine their linguistic, cultural and/or literary understanding to create a research paper. 2. Assess and critique different sources to show in-depth research. 3. Compose in the target language with correct usage of MLA style. 4. Communicate/create at the Advanced-Mid level in accordance to the ACTFL guidelines for writing. 5. Generate an oral presentation of their research findings in a public forum. Prerequisites: Senior status, Spanish major, and instructor permission. SP
-
3.00 Credits
Required for all Special Education majors. This course will focus on federal and state laws related to special education in the K-12 system. Teacher candidates will learn how to apply their knowledge of the laws to legal and ethical teaching practices in educational settings. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Define the development and current trends in federal and state regulations for education and treatment of individuals with disabilities using the principles in IDEA Amendments, Americans with Disabilities Act, and Rehabilitation Act of 1973 (Section 504). 2. Identify the current practices in local, state, and federal litigations on behalf of individuals with disabilities. 3. Synthesize and integrate information and ideas into legal and ethical practices in special education situations. 4. Describe seminal litigation that influences special education today. FA, SP
-
3.00 Credits
Required for all Special Education majors. The practicum experience is an integral part of the field-based Special Education program, and provides students the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Students will spend the equivalent of one full day per week in an assigned K-6 setting designed to service learners with disabilities. Students will complete all programmatic requirements, including field-based assignments from coursework, in this setting. This course emphasizes delivery of lesson plans that are appropriate to the needs of the K-6 setting and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; and development of professional dispositions of the practice. Students will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Special Education program assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform, and adapt instruction, and build understanding of district policies and procedures. 5. Discuss and reflect on development of professional dispositions and develop action steps for continued growth. Prerequisites: Admission to the Utah Tech University Special Education program. Course fee required. FA, SP
-
2.00 Credits
Required for all Special Education majors. Teacher candidates will apply learning in a K-12 school working with students who have special needs. They will design instruction, integrate technology, create an individualized education program (IEP) and be mentored by a current teacher. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify different forms of technology available to support students with disabilities. 2. Systematically design instruction toward a learning goal by integrating technology to support learning. 3. Describe different special education service delivery systems. 4. Explain the process of strengths-based data and observations to create Individualized Education Programs (IEPs). 5. Implement an IEP with accommodations, modifications, services, and supports for a student with disabilities. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
-
3.00 Credits
Required for all Special Education majors. The practicum experience is an integral part of the field-based Special Education program, and provides students the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Students will spend the equivalent of one full day per week in an assigned 7-12 setting designed to service learners with disabilities. Students will complete all programmatic requirements, including field-based assignments from coursework, in this classroom. This course emphasizes delivery of lesson plans that are appropriate to the needs of the 7-12 setting and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; and development of professional dispositions of the practice. Students will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Special Education program assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform, and adapt instruction, and build understanding of district policies and procedures. 5. Discuss and reflect on development of professional dispositions and develop action steps for continued growth. 6. Engage counselors, school administration, and related personnel and community resources to understand and support students' educational progress and goals. Prerequisites: Admission to the Utah Tech University Special Education program and passing grade in SPED 3200. Course fee required. FA, SP
-
2.00 Credits
Required for all Special Education majors. This course will prepare teacher candidates to select and implement curriculum accommodations, transition planning, and post-secondary preparation for students with disabilities. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe the historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice of transition/secondary special education. 2. Describe evidence-based and culturally sensitive services, instructional strategies, learning experiences, and learning materials for secondary students with disabilities. 3. Use appropriate assessment, adaptations, and technology for individuals with disabilities. 4. Use evidence-based and culturally sensitive resources and techniques for transitioning individuals with disabilities into and out of school and post-school environments. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
-
3.00 Credits
Required for all Special Education majors. The practicum experience is an integral part of the field-based Special Education program, and provides teacher candidates the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Teacher candidates will spend the equivalent of one full day per week in an assigned K-12 setting designed to service learners with disabilities. Teacher candidates will complete all programmatic requirements, including field-based assignments from coursework, in this classroom. This course emphasizes delivery of lesson plans that are appropriate to the needs of the K-12 setting and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; collaboration with families of students; and development of professional dispositions of the practice. Teacher candidates will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Special Education program assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform and adapt instruction, and build understanding of district policies and procedures. 5. Engage counselors, school administration, and related personnel and community resources to understand and support students' educational progress and goals. 6. Discuss and reflect upon ways to engage parents/families in students' educational progress under the guidance of cooperating/mentor teacher. 7. Discuss and reflect on development of professional dispositions, and develop action steps for continued growth. Prerequisites: Admission to Utah Tech University Special Education program and passing grade in SPED 3700. Course fee required. FA, SP
-
2.00 Credits
Required for all Special Education majors. This course will focus on providing teacher candidates with the knowledge and skills needed to assess and evaluate K-12 students with exceptionalities for determining present levels of academic and functional performance (PLAAFPs), identification for special education services, and writing of goals for IEP development. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe assessment terminology, ethics, legal provisions, regulations, program standards, and procedures. 2. Describe, select, administer, and interpret formal unbiased assessments. 3. Identify and use informal assessments and applications for various disabilities. 4. Describe the use of assessment results for determining special education services. 5. Use assessment results in creating individualized education programs. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
-
3.00 Credits
Required for all Special Education majors. Teacher candidates will learn effective practices and strategies to support children with disabilities learning to read and write. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Assess individual student learning needs for reading and language arts to create IEPs and plan instruction. 2. Plan effective core curriculum instruction to meet individual student needs. 3. Identify effective strategies for teaching reading and writing to students with disabilities. 4. Implement effective reading and writing strategies for students with disabilities. 5. Demonstrate the use of progress monitoring data to make instructional decisions. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
-
3.00 Credits
Required for all Special Education majors. This course will focus on preparing teacher candidates to teach K-12 students with disabilities about mathematics. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Use assessment data to create standards-based Present Levels of Academic and Functional Performance (PLAAFP) statements and measurable annual IEP and unit goals. 2. Assess individual student math learning needs to create IEPs and plan instruction. 3. Create and teach lesson plans using cognitively guided instruction and explicit sequential instruction to teach core math skills. 4. Design and implement data recording systems for monitoring student progress toward lesson objectives, unit goals, and annual IEP goals. Prerequisites: Admission to Utah Tech University Special Education program. FA, SP
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|