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  • EDU 33302: Integrating Educational Technology into the Curriculum

    2.00 Credits
    University of Rio Grande

    In accordance with the ISTE Standards, teacher candidates in this course will implement curriculum plans that include methods and strategies for applying technology to maximize student learning, and apply technology to facilitate a variety of effective assessment and evaluation strategies. Fall Spring
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  • EDU 33403: Reading Methods for Middle Childhood

    3.00 Credits
    University of Rio Grande

    This course focuses on the Ohio Department of Education's English Language Arts Standards as they relate to middle childhood grade-level indicators with emphasis on reading and writing processes and applications. A supervised 15 hour field experience in a middle childhood setting at a partnership school will include activities such as developing reading related materials (such as an interactive bulletin board), planning and teaching lessons with the guidance of the university instructor and the classroom teacher, and keeping a journal reflecting upon classroom observations and activities as they relate to concepts studied in class. Prerequisites: Admission to Teacher Education. To be taken concurrently with EDU 33203. Fall
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  • EDU 34102: Behavior Management for Mild/Moderate Educational Needs

    2.00 Credits
    University of Rio Grande

    This course introduces the teacher candidate to principles of behavior management. Attention is drawn to the physical learning environment and laying out the school year, as well as viewing the teacher as planner, educator, and manager for the classroom. Candidates provided with strategies to effectively manage a variety of education environments with behavior intervention skills and applied behavior analysis techniques. Spring
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  • EDU 34203: Content Area Reading for Intervention Specialists/Multi-Age

    3.00 Credits
    University of Rio Grande

    This course stresses the role of reading, writing, talking, and listen/visual strategies as necessary and inseparable forms of communication in all content areas. The focus of instruction is to help teacher candidates teach students to be life-long learners, using communication strategies to both gather and share information. A 30 hour field experience in a high school intervention specialist's "classroom" is required.. Prerequisites Admission to Teacher Education. Spring
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  • EDU 34303: Phonics for Intervention Specialists

    3.00 Credits
    University of Rio Grande

    This course was designed to cover all phonics requirements established by the Ohio Department of Education as they relate to the needs of the Intervention Specialist. A supervised 15 hour field experience in a mainstreamed and/or inclusive setting at a partnership school will include observation, tutoring with classroom teacher guidance, lesson planning, teaching lessons prepared under the guidance of the course instructor and/or the classroom teacher, and authentic assessment of a student's emerging/developing literacy. Prerequisites: Admission to Teacher Education. To be taken concurrently with EDU 34403. Fall
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  • EDU 34403: Reading Methods for Intervention Specialists

    3.00 Credits
    University of Rio Grande

    This course focuses on the Ohio Department of Education's English Language Arts Standards as they relate to grade-level indicators with emphasis on reading and writing processes and applications. A supervised 15 hour field experience in a mainstreamed or inclusive setting at a partnership school will include activities such as developing reading related materials (such as an interactive bulletin board), planning and teaching lessons with the guidance of the university instructor and the classroom teacher, and keeping a journal reflecting upon classroom observations and activities as they relate to concepts studied in class. Prerequisites: Admission to Teacher Education. To be taken concurrently with EDU 34303. Fall
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  • EDU 35201: Technology for Special Populations

    1.00 Credits
    University of Rio Grande

    This course is designed to prepare the intervention specialist for meeting the technology needs of the individual special education students in their school. The course focuses on adaptation and modification of both IBM and Macintosh platforms to accommodate individuals who need graphic, sound, and environmental interface support in order to access technology. Additional course content covers the use of adaptive devices. Spring
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  • EDU 35303: Assessment for Special Education

    3.00 Credits
    University of Rio Grande

    Teacher candidates will learn to use formal, informal, and authentic assessment techniques to collect student information concerning students with mild/moderate disabilities that could be used in the referral process. Classroom assessment techniques, the role of portfolios as an assessment tool, and the value of other types of authentic assessment will be addressed as methods to monitor student progress. A fifteen hour field/clinical experience is required. Prerequisites: EDU 22403 and EDU 26103. Fall
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  • EDU 36503: Special Education Programming I

    3.00 Credits
    University of Rio Grande

    Teacher candidates will learn to select and develop age appropriate formal and informal assessment strategies and instruments to collect student information. Teacher candidates will learn to use the collected data to develop curricula and write content lessons that reflect a strong knowledge base of developmentally appropriate strategies and techniques that may be used in various delivery models. A thirty hour field experience is required. Prerequisites: EDU 22403 and EDU 26103. Spring
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  • EDU 37503: Middle Childhood Integrated Language Arts Methods

    3.00 Credits
    University of Rio Grande

    Curricular applications of nature and needs of young adolescents (grades 4-9) studied via the Ohio Language Arts Academic Content Standards. Candidates study language acquisition and development, the place of English grammar in the curriculum, dialects and levels of usage, various purposes of language, the effective practice of culturally diverse literature as a teaching tool, oral and written discourse, purposeful writing, and the impact of print and non-print media on cultural understanding. Technology applications are an integral part of course. Multiple intelligences, learning styles, diversity enriched curricula free of stereotyping, active learning, special projects, service/community activities, and constructivist learning are applied to teaching middle childhood students. Critical thinking, problem solving, and performance skills for middle childhood learners are seriously pursued. Best practices for inclusion are requirements for instructional activities. Integrated studies across middle grades curricula are emphasized as the Ohio Academic Content Standards provide a framework for instructional planning. Language/literacy and humanities are utilized as frameworks for meaningful thematic, cross-curricular studies. Formal and informal assessment strategies explored. Required field experience takes place in a middle school setting that supports the principles of the National Middle School Association. Activities must include observation, participation, and teaching (individual students, small groups, and large groups). Teacher candidate self-reflection on best practices is required. Portfolio reflection on best practices in teaching young adolescents is required. A fifteen hour field experience is required for this course. Spring
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