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Course Criteria
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1.00 - 3.00 Credits
Credit Hours: 1-3 Special topics in education depending upon demand and staff.
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3.00 Credits
Credit Hours: 3 This course is designed to give the prospective teacher an understanding of the theories of discipline, practical management of a classroom and the establishment of a quality learning environment. Prerequisite(s): acceptance into the Teacher Education Program. (Same as ELE 381) Prerequisite(s): acceptance into the Teacher Education Program.
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3.00 Credits
Credit Hours: 3 A study of the characteristics, casual factors, and educational implications for the emotionally/behaviorally disordered student. This course will cover strategies for more effective education with parents, community organizations, and school personnel in relation to the E/BD student.
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3.00 Credits
Credit Hours: 3 This practicum experience is taken prior to student teaching. It is to be arranged to best match the teacher candidate's experiential needs in terms of type of setting and nature of student population (i.e., either lower incidence or higher incidence student populations). This experience will provide the prospective educator with first-hand experience in working with students with disabilities. A minimum of 150 clock hours are required. The prospective educator will interact fully in teaching students a minimum number of specified lessons and take an active role in collaborating with his/her cooperating teacher(s).
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3.00 Credits
Credit Hours: 3 This course is to be taken concurrently with SPE 469 (Autism/Traumatic Brain Injury/Physical & other Health Impairments). This combined seminar (approximately one semester hour) and practicum (approximately two semester hours) provides a chance to gain additional knowledge about students who pose atypical challenges in terms of learning and functioning within general and special education settings and who are in need of specialized educational and related services. Such services as those provided by special educators who work with low-incidence disabilities, by occupational and physical therapists, medical personnel, and behavioral specialists will be addressed. The student will document at least 100 clock hours of outside-of-seminar experience in interacting with students in school or non-school settings. Planning for teaching/interactive experiences and researching aspects related to disabilities of focus in the seminar/practicum experiences may be counted within the 100 clock hours. However, a minimum of 70 hours of actual interaction with individuals with moderate and severe disabilities should be documented.
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3.00 Credits
Credit Hours: 3 An advanced course in teaching reading and writing strategies through explicit instruction. Formal and informal assessment procedures, selection of quality teaching materials, and overview of professional journals will be covered. Prerequisite(s): ELE 316, 317, 318, 359, 360, and acceptance into the Teacher Education Program. CoreCorequisite(s): SPE 460. (Same as ELE 459)
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1.00 - 3.00 Credits
Credit Hours: 1-3 Supervised laboratory experience in remediating the literacy needs of children enrolled in the Reading Center. Assessment results are reviewed, appropriate instructional responses implemented, and exhibited through the teacher work sample documenting all aspects of assessing and designing results based on series of instruction. Taken concurrently with SPE 459. (Same as ELE 460). Prerequisite(s): ELE 316,317,318,359,360 and acceptance into the Teacher Education Program.
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3.00 Credits
Credit Hours: 3 Basic understanding of emotional disturbances and social maladjustment including causes, characteristics, and implications for educational planning. Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
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3.00 Credits
Credit Hours: 3 A study of the principles of curriculum construction, classroom organization, working with parents, and relationships to other teachers and to ancillary and community services for the emotionally disturbed and socially maladjusted. Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
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3.00 Credits
Credit Hours: 3 This course concentrates on effective strategies needed to integrate general and special education students, when appropriate, while at that same time recognizing the need for alternative settings. Significant emphasis will be placed on learning to construct appropriate Individual Education Plans and on modification of content area instruction. Prerequisite(s): SPE 229, acceptance into the Teacher Education Program.
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