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Course Criteria
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3.00 Credits
3 hours credit, fall and spring Understanding the recognizable characteristics and exceptional educational needs of learners with handicapping conditions, along with methods that work to meet their needs through the inclusionary process. Knowledge of prereferral alternatives, referral systems, multidisciplinary team decisions and responsibilities, the IEP process, and placement alternatives that provide the least restrictive environment. Prerequisites: EDU 103 and PSY 143.
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3.00 Credits
3 hours credit, fall Study of the techniques for communicating and collaborating effectively with students, parents, school and community personnel in a culturally responsive program that works in a confidential way to plan individual student programs for learners with exceptionalities. Sources of unique services, networks, and organizations for learners with disabilities will be covered as well asthose consumer and? professional organizations, publications, and journals relevant to the field of learning disabilities and other handicapping conditions.
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2.00 Credits
2 hours credit, spring A course designed to assist the student to more fully appreciate and understand the problems of the learner with disabilities and to acquaint the student with methods and materials which will assist the learner to more fully reach his potential. Prerequisite: EDS 203.
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2.00 Credits
2 hours credit, fall The course will define the construct of moderated and severe mental retardation. Terminology of the field as well as characteristics of clients, theoretical models, evaluation of psychomotor, cognitive and affective domains of human development and curriculum development will be discussed. Prerequisite: EDS 203.
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3.00 Credits
3 hours credit, fall The course is designed to examine current theories, practices and services related to the education of emotionally disturbed, behavior disordered and socially maladjusted children. Prerequisite: EDS 203.
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2.00 Credits
2 hours credit, spring Will focus on skills necessary for transition from school to community, careers, and vocations for learners with exceptionalities.
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2.00 Credits
2 hours credit, fall Understanding of the basic classroom management theories, methods, and techniques for individuals with exceptional learning needs with an understanding of how technology can assist in this endeavor. Research-based best practices for effective management of teaching/learning will be included.
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3.00 Credits
3 hours credit, spring Teaches students to administer and interpret norm referenced, criterion referenced, informal and functional tests. Prerequisites: EDS 203, EDU 313, and EDS 402.
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7.00 Credits
variable credit, fall and spring All students will formally apply for student teaching during the semester prior to that experience. At this time, a complete review of student records will take place (See EDU 490/494 for details). All student teachers will be placed in special education classrooms of accredited Nebraska schools for a minimum of sixteen weeks [14 semester-hours] (Ten weeks [7 semester-hours ] when combined with another endorsement). Student teaching will provide both elementary and secondary experience. Detailed information on the student teaching experience may be found in the York College Student Teaching Handbook. Co-/Prerequisite: EDU 491.
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1.00 Credits
1 hour credit, fall and spring A field based experience set in the Middle Grades (4-9) for work in area schools in a variety of classroom experiences. May be repeated for a total of four credit hours; graded S/F; Prerequisite: EDU 103 and specific permission of education advisor.
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