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Course Criteria
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3.00 Credits
This course is designed for teachers of children who are deafblind who wish to include orientation and mobility concepts and skills in their students' education program. Topics such as concept development, sensory-motor development, orientation systems, low vision considerations, assessments and instructional plans, methodologies, travel devices, and environmental organization will be considered. Prerequisites: "C" or better in SP ED 6410.
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3.00 Credits
This course emphasizes best practices in instructional management for children with visual impairments, in early intervention settings, preschool programs, early elementary grades as well as the older student in upper elementary through high school grades. The course teaches strategies of the development of basic concepts, socialization skills, emergent literacy, effective braille reading and writing, daily living skills, career understanding and recreation and leisure skills. Understanding agency and community resources, family collaboration, modification and adaptation of material and environments. Prerequisites: "C" or better in SP ED 5410, 5420, 5430, 5441, 5442, 5443, 5444, 5450, 5460, & 5480.
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3.00 Credits
This course was designed to provide students with an overview of the field of Adapted Physical Education. There will be discussion of such topics as the laws regarding individuals with disabilities, inclusion, writing IEPs, using assistive technology, adapted aquatics, rhythms and dance, competitive sports and team games, individual and dual lifetime activities, peer tutors, and how to develop and administer an adapted physical education program.
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3.00 Credits
Introduction to assistive technology used by individuals with visual impairments. The course teaches strategies for assessment and instruction of assistive technology. Prerequisites: "C" or better in SP ED 5410.
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1.00 Credits
Introduction to assistive technology devices, strategies for assessment and instruction of assistive technology for young children who are blind or visually impaired. Prerequisites: "C" or better in SP ED 5410.
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4.00 Credits
This course will familiarize pre-service teachers/teachers with visual impairments in young children the impact on learning and development in all areas; appropriate intervention strategies in all developmental domains; how to adapt materials and routines to enhance learning with limited vision; and resource personnel, curricula and materials available for children with visual impairments. Prerequisites: "C" or better in SP ED 5410.
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2.00 Credits
Students will gain knowledge on early brain development, brain damage and how they affect functioning and learning. Other medical conditions that are associate with vision loss will also be discussed (e.g., prematurity, traumatic brain injury, autism, syndromes, maternal drug use, and seizures). Cortical or Brain Damage Related Vision Loss will also be covered with assessment techniques and interventions. Prerequisites: "C" or better in SP ED 6410.
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9.00 Credits
Students are assigned two practicum settings with students who are blind or visually impaired (i.e., a classroom setting and an itinerant setting) for 15 weeks under direct supervision of cooperating teachers for a total of 450 clock hours. Emphasis is on the teacher as a team member, problem solver, and consultant. Students will identify, analyze, and interpret visual impairments, potential adverse impact on the student's education, communication, and behavior; maintain evaluation systems; and implement and manage education programming for students with visual impairments. Prerequisite: SP ED core and VI Specialization courses. Department consent required.
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1.00 Credits
This course facilitates knowledge of simple and complex components of English grammar, sentence types, and sentence structures to enable analysis of the spoken and written language abilities of students.
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2.00 Credits
This course will provide new teacher candidates with a knowledge of the issues and a fluency with the terminology that dominates the field of hearing loss. Psychological, social and educational dimensions of deafness will be discussed. Diverse needs of deaf and hard of hearing students driven by type and degree of hearing loss, mode of communication, educational placement option and use of technology will be explored. Roles and competencies of professionals working with deaf and hard of hearing students will be outlined.
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