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Course Criteria
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3.00 Credits
Supervised field experiences requiring a minimum of 45 hours of direct instruction of children or youth with disabilities. Related seminar address timely issues in special education; understanding research related to special education and integrating it into practice; best practices for planning and implementing instruction with students with disabilities; and best practices for managing special education classrooms. In addition, knowledge and skills developed in the initial field experience are reinforced. These include communication, problem solving, professional roles, programs models, student diversity and CEC standards. NOTE: Please refer to the appropriate academic catalog for additional course information concerning prerequisites, co-requisites and course restrictions..
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3.00 Credits
An introductory study of causes, characteristics, and educational practices associated with students with learning disabilities. Includes field experiences with students with learning disabilities. Observations required.
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3.00 Credits
An in-depth study of educational procedures, curriculum, methods and materials used to teach children and youth with varying degrees of intellectual disabilities. Includes teaching procedures, systems of support, development of community and vocational training, technological applications and classroom management techniques.
Prerequisite:
EDFS 353
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3.00 Credits
An in-depth study of research-based teaching methodologies for K-12 students with high-incidence disabilities in the areas of reading and written language. Grounded in national and state curriculum standards, the course will focus on developmental, corrective and strategic reading and writing approaches and require candidates to demonstrate competence in planning individualized programs. NOTE: Please refer to the appropriate academic catalog for additional course information concerning prerequisites, co-requisites and course restrictions..
Prerequisite:
EDFS 345 AND EDFS 411
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3.00 Credits
The study of language development and how to enhance language and communication skills of students with disabilities. Class sessions will address language communication abilities of students with a variety of disabilities, assessing and enhancing communication skills of students with a disability, exploring augmentative and alternative modes of communication and investigating the effects of culture on language development. NOTE: Please refer to the appropriate academic catalog for additional course information concerning prerequisites, co-requisites and course restrictions..
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3.00 Credits
A course designed to prepare candidates to teach mathematics, problem solving, and reasoning skills to students with high-incidence disabilities K-12. The course will focus on national mathematics curriculum standards, high-stakes assessment, functional mathematics and problem solving with an emphasis on the effects of disabilities on mathematics achievement. The problem-solving strand will be extended to include cross-curricular applications of reasoning skills. NOTE: Please refer to the appropriate academic catalog for additional course information concerning prerequisites, co-requisites and course restrictions..
Prerequisite:
EDFS 345 AND EDFS 411
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3.00 Credits
This course is designed to prepare students to teach children and youth with learning disabilities, elementary through high school. Emphasis is placed on research-based practices for teaching mathematics, modifying instruction in content areas, teaching learning strategies, and facilitating transition. The course focuses on preparing students to teach in resource and inclusive models of service delivery. NOTE: Please refer to the appropriate academic catalog for additional course information concerning prerequisites, co-requisites and course restrictions..
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3.00 Credits
An introductory study of causes, characteristics, and educational practices associated with students with emotional disabilities. Includes field experiences with students with emotional disabilities. Observations required.
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3.00 Credits
This course focuses on formal and informal evaluative procedures for use with children with learning and behavioral difficulties. Special Education teachers must be able to conduct and interpret comprehensive educational assessments and use data to make instructional decisions. In this course, a comprehensive approach to assessment procedures is provided as well as approaches to using assessment results to effectively facilitate the referral and evaluation of students with disabilities.
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12.00 Credits
A course designed to provide candidates with an extensive supervised field experience in teaching exceptional learners. Each candidate will be placed in a special education setting commensurate with his or her emphasis within special education for a minimum of 60 days (12 weeks). Weekly seminars also are required. Candidates must apply for admission to clinical practice one semester prior to enrollment. The deadline for application for fall semester clinical practice is the last day of drop/add in the previous spring semester. The deadline for application for spring semester clinical practice is the last day of drop/add in the previous fall semester. This course is graded pass-fail. A grade of "P" carries only earned hours. It does not carry quality hours or quality points. NOTE: Please refer to the appropriate academic catalog for additional course information concerning prerequisites, co-requisites and course restrictions..
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