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Course Criteria
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2.00 - 3.00 Credits
A coordinated set of activities for a student designed within an outcome- oriented process that promotes movement from school to postschool activities, including post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living, or community participation. Study of coordinated activities, including instruction, community experiences, employment, and other post school adult living objectives. Prerequisite: Educ 304. May be taken concurrently with the Junior Block or the Professional Semester.
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3.00 Credits
Basic theories of how non-English speaking people acquire English. Includes working with non-English speaking students, description of personal theory, and methods of teaching. (May be taken concurrently with or after Junior Block.)
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3.00 Credits
The foundations of multicultural education along with approaches to multicultural education and teaching strategies applicable to all ages, grades, and subjects. Prerequisite: Junior Block.
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3.00 Credits
This course is an overview of what Teaching English to Speakers of Other Languages (TESOL) entails. It is divided into five components: a. Methods and resources for teaching English as a second/foreign language, b. Language acquisition development, c. The structure of the English language, d. Assessing language learning, and e. The role of culture in learning a second/foreign language. Prerequisite: Junior Status or Course Instructor's permission.
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3.00 Credits
This course is designed to introduce the in-service and pre-service teachers to the different dimensions of grammar, and the use of these dimensions in their teaching practice to help their students develop a working knowledge of the English grammar. Prerequisite: Junior Status
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2.00 - 3.00 Credits
Analysis of the historical, philosophical, political and sociological aspects of education and their impact on professional educators today. Emphasis on the development of the American education system from the colonial period and the acquisition of educational belief systems. Part of Professional Semester.
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3.00 Credits
Designed to help the prospective or in-service teacher understand mental retardation and how to work effectively with students with mental retardation. Includes appropriate curriculum, individualized program development, and teaching strategies. Prerequisite: Educ 304 & Junior Block.
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3.00 Credits
Designed for the prospective or in-service teacher of students with learning disabilities: diagnosis, evaluation, programming, instructional approaches, instructional strategies, and materials. Prerequisite: Educ 304 and Junior Block.
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3.00 Credits
Establishes a teaching rationale utilizing an individualized teaching strategy which enables the student with severe emotional disturbance to profit more fully from school experiences. Prerequisite: Educ 304 and Junior Block.
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3.00 - 4.00 Credits
An in-depth study of standardized early childhood screening instruments, informal observation techniques, and current assessment strategies will be provided along with supervised administration, scoring, and interpretation of standardized screening instruments. Course requires three hours of lecture and two clock-hours of practicum per week to practice systematic informal observation techniques and administer screening instruments, culminating in a written case study report. Prerequisites: Educ 316, Educ 318, and Educ 319 or instructor permission.
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